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CIRCULAR 

OF "^s-^'i- 
INFORMATION 



J)Jh 



INTERNAnONAL -^^^^ 
ORRESPONDENCE 

CH00LS,SC«^;7sA 



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SHEET METAL PATTERN DRAFTING. 



SYSTEM OF HOME STUDY IN 



f' The Drafting and Cutting of 






Sheet Metal Patterns. 4^ 



\1' 



^s 



FOR WHOM DESIGNED. 

The Correspondence School of Sheet Metal Pattern Drafting is a practical and 

thorough system of home instruction, without loss 

of time from work, for: 



TINSMITHS. 
CORNICE MAKERS. 
SHEET IRON WORKERS, 
FURNACE SETTERS, 
CONVEYOR MAKERS. 
ARCHITECTURAL METAL WORKERS. 
METAL ROOFERS. 



HARDWARE CLERKS, 

COPPERSMITHS. 

BRAZIERS, 

BRASS FITTERS. 

ALUMINUM WORKERS. 

SILVERSMITHS, 



METAL WORK DESIGNERS, 
METAL SPINNERS, 
PLUMBERS, 
PIPE FITTERS, 
BOILER MAKERS. 
TANK BUILDERS. 



GOLDSMITHS AND JEWELLERS. STACK BUILDERS, ETC. 



and all persons interested or engaged in any of the Industries connected 
^(vith sheet metal working, and for those who w^ish to qualify themselves 
to fill such positions. It Is intended to furnish such instruction in prac- 
tical projection, developments, reading working drawings, laying out 
patterns, patterns for plain and Dent -work, patterns for formed work, 
mensuration, etc. as to constitute a complete education in these subjects. 



OOO JUDGE US BY OUR WORK. 

One good way to form an opinion of our Schools is to send to us for a 
free sample copy of HOME STUDY MAGAZFTOI, our new monthly for 
students of technical subjeets.''^Iost of the articles in it are written 
by the Instructors and Illustrated by the Draftsmen and Artists of the 
Schools. Every dravrlng and illustration In it is made with pen and ink 
In our owTi establishment, and the » reproductions are zinc etchings made 
by photographic process. Compare the illustrations and the clearness 
and completeness of the descriptions of HOME STUDY MAGAZINE with 
the best work of similar character to be found anywhere, and just as 
they bear the mark of superiority, so does everything else connected with 
our Institution. Refer our drawings to any engineer and he will at once 
adinit their superiority. 

TESTIMONIALS. 

On application, w^e will send to any address a book of Testimonials from 
students residing in all sections of the United States, Canada, and Mexico, 
containing their indorsement of the Schools and system of instruction. 



REFERENCES. 



Further, to persons thinking of enrolling as students, w^e will send the 
name and address of a student living In the same neighborhood, whom 
they can consult or correspond with as to the practicability of the method 
of teaching and the value of the instruction imparted. 



FINANCIAL STANDING. 

The Colliery Engineer Company, proprietors of The International Cor- 
respondence Schools, are incorporated under the law^s of Pennsylvania, 
and have a Credit Rating In the Mercantile Agencies of R. G. Dun «fe Co. 
and Bradstreet of from $300,000 to $500,000. 



REMITTANCES. 

Remit by Express Money Order, P. O. Money Order, Bank Draft, or 
Registered Letter. Bank Drafts, Express Money Orders, and P. O. Orders 
should be made payable to the order of THE COLLJERY ENGINEER CO., 
8CRANTON, PA. 

Entered according to the Act of Congress, in the year 1898, by The Collieey Enqinkkb 
Company, in the ofBce of the Librarian of Congress, at Washington. 



jUN 4 im^^'j 

ANNOUNCEMENT. 

THIS CIRCULAR CONTAINS : 

FIRST : — A description of the courses of instruction in The Inter- 
national Correspondence Schools ; a list of the instructors ; and 
a table showing the number of students enrolled, and the states 
and countries in which they reside. It also contains a brief 
history of the Schools, and a full description of the method of 
teaching employed. It shows how admirably the method 
meets the requirements of those who, for want of time and 
means, cannot attend regular schools ; and calls attention to its 
original features, which make it more thorough and practical 
than correspondence instruction as conducted in other institu- 
tions ; to its superiority over night schools and the reading of 
text- books ; and to the magnificent opportunities our Schools 
offer professional men and workingmen, superintendents and 
foremen, mechanics and young men commencing life, to make 
up deficiencies in education or to increase their acquirements in 
technical knowledge. It gives the requirements for admission, 
rules for enrolling, prices of scholarships and other expenses, 
and information regarding the diplomas and certificates of pro- 
ficiency granted. 

SECOND : — Details of the courses of study in sheet metal pattern 
cutting and pattern drafting ; the prices of scholarships ; terms 
of payment ; diplomas granted, etc. , etc. , together with a state- 
ment of what tinsmiths, cornice makers, sheet iron workers, 
coppersmiths, brass fitters, silversmiths, etc. require to know of 
the theory of their respective trades, and why they should take 
advantage of the chance offered to study in The Correspondence 
School of Sheet Metal Pattern Drafting. 



TABLE OF CONTENTS. 

PAGE. 

CLASSIFIED LIST OF SCHOLARSHIPS 6 

OFFICERS OF INSTRUCTION AND GOVERNMENT • • 14 

CLASSIFIED LIST OF STUDENTS AND GRADUATES • IS 
THE INTERNATIONAL CORRESPONDENCE SCHOOLS. 

History 19 

Method of Teaching 21 

How the Student AVorks 21 

How the Instructors Aid the Student 21 

The School Records 22 

Information Blank 23 

How Drawing is Taught 24 

Superior Character of Instruction 24 

Order of Work 25 

Advantages of Correspondence Instruction 25 

Students Need Not Leave Home or Lose Time From Work ... 25 

Prepares for Written Examinations 26 

All Instruction is Confidential 26 

Forms Habits of Accuracy 26 

Close Relations With Instructors 26 

Our Improved Method 27 

No Fixed Time for Completion of Courses 27 

Scholarships Non-Forfeitable and Transferable 27 

All Instruction Papers Prepared by Our Own Instructors ... 27 

Unnecessary Matter Left Out 27 

Simplicity Secured at Any Cost 28 

System Thorough 28 

Particular Attention Devoted to Backward Students 28 

Much Less Expensive Than Any Other 29 



PAGE. 

Compared With Regular Schools 29 

Correspondence Lessons Require Close Attention 29 

Partiality Impossible 29 

Writing a Lesson Helps One to Remember It 29 

Nothing Interferes to Interrupt the Work 30 

Persons Can Commence at Any Time 30 

Books, Transportation, Board, and Other Expenses Saved ... 30 

Instruction Papers Constantly Revised and Brought Up to Date . 30 

Superiority Over Night Schools 30 

Workmen Need Not Dress to Go Out 30 

Not Retarded or Pushed Ahead in Their Studies by Others . . 31 

Studies Carried on Privately 31 

Much Better Than Home Study With Text-Books 31 

Cheaper 31 

Includes the Primarj' Education Required 31 

Provides an Order of Study 31 

Personal Aid of Instructors 32 

Great Opportunity For Workingmen 32 

Desire for Improvement Universal 32 

Usual Fate of the Workingman 32 

Advantages of an Education 32 

Demand for Educated Labor 33 

How to Secure Promotion 33 

All Who Will Can Find Time To Study 34 

Utilizing Spare Moments 34 

Instances of Education Obtained in Time Usually Wasted ... 34 

Opportunities for Study While at Work 34 

Employers, Superintendents, and Foremen Can Make Up Dei<-iciencies 

IN Education 35 

Those in Authority Should Know the "Whys and Wherefores" 35 

List of Students Not Published 35 

A Help to Professional Men 36 

All Important Data Epitomized 36 

Successful i\Ien Hard Students 36 

Improving " Idle Time " 36 

Studying Other Branches 36 

Apprentices Can Obtain Educations 37 

Difficulty of Getting a Start in Life 37 

Cannot Learn Everything by Experience 37 

How k) Get the Desired PMucation 37 

iii 



PAGE. 

An Open Door to Young Men 38 

The Demand of the Times, Technical Education 38 

Profitable Positions for Those Qualified to Fill Them 39 

How to Enter the Engineering Professions 39 

For Sons of Engineers, Superintendents, Etc 39 

An Opportunity for Women 40 

Courses in Drawing and Designing 40 

Pedagogic and Stenographic Courses 40 

For Those of Limited Education 40 

We Can Teach Anybody Who Will Study 40 

Testimonials 41 

Suited to Men of Mature Years 42 

No One Too Old to Learn 42 

Mental Power Improves with Age 42 

Conspicuous Examples 42 

Ages of Our Students 43 

Only Necessary to Form Habits of Study 43 

Adapted to Those Living in Isolated Localities 43 

Our Method Meets Their Requirements 43 

Students in All Parts of the World 44 

Keys to Question Papers 44 

Why Prepared 44 

How to Use Them 45 

Not a Necessity 45 

Requirements for Admission 45 

Ability to Read and Write All That is Required 45 

Rules for Enrolling 45 

Application Form 46 

Certificate of Scholarship 47 

Agreement to Give Instruction Until Student Is Proficient .... 46 

Order of Work 48 

Drawing May be Taken in Connection With Other Studies ... 48 

Expenses Connected With a Course 48 

Diplomas and Certificates of Proficiency 50 

Bound Volumes 50 

Students Are Sent, When They Enroll, Complete Bound Sets of 

All Papers 50 

Their Value as Works of Reference 51 



PAGE. 

THE CORRESPONDEN^CE SCHOOL OF SHEET METAE 

PATTERN DRAFTIIS^G '. . . 55 

Sheet Metal Working 55 

Striking Patterns 57 

Tinsmiths' Pattern Cutting Scholarship and its Advantages for Tin- 
smiths, Sheet Metal Workers, Cornice Makers, Metal Roofers, 

Hardware Clerks, Etc 59 

Sheet Metal Pattern Drafting Scholarship and its Advantages for 
Coppersmiths, Braziers, Brass Fitters, Silversmiths, Goldsmiths, 

Plumbers, Boilermakers, Etc 68 

Apprentices to the Sheet Metal Trades 73 

Scholarships and Prices in The Correspondence School of Sheet Metal 

Pattern Drafting 77 

The Tinsmiths' Pattern Cutting Scholarship 77 

The Sheet Metal Pattern Drafting Scholarship 78 

Time Required to Complete the Courses 78 

Catalogue of Studies 79 

Prices for Two or IVIore Scholarships to the Same Person .... 85 

Price to Students Who Wish to Enroll in Other Scholarships . . 85 

Charge for Transferring Scholarships 85 

Rubber Hand Stamps for Students 85 

DRAWING IIS^STRUMENTS AND SCHOOE REQUISITES 86 

Complete Drawing Outfit 86 

Portfolios for Drawing Plates 87 

Cross-Section Paper 87 

Binders for Instruction and Question Papers 88 

Writing Paper 88 

Fountain Pens 88 



THE INTERNATIONAL CORRESPONDENCE SCHOOLS. 

INCLUDING: 

The Correspondence School of Mines, 

The Correspondence School of Mechanics, 

The Correspondence School of Steam Engineering, 

The Correspondence School of Electricity, 

The Correspondence School of Architecture, 

The Correspondence School of Plumbing, Heating, and Ventilation, 

The Correspondence School of Civil Engineering. 

The Correspondence School of Railroad Engineering, 

The Correspondence School of Bridge Engineering, 

The Correspondence School of Municipal Engineering, 

The Correspondence School of Hydraulic Engineering, 

The Correspondence School of English Branches, 

The Correspondence School of Bookkeeping and Stenography, 

The Correspondence School of Sheet Metal Pattern Drafting, 

The Correspondence School of PEDA(iOGY, 

The Correspondence School of Chemistry. 

THE COLLIERY ENGINEER COMPANY, 

PROPRIETORS. 
T. J. FOSTER, MANAGER AND TREASURER. 

THE CORRESPONDENCE SCHOOL OF SHEET METAL PATTERN DRAFTING. 



Scholarships. | Subjects Taught. 

T;r.=rr.;tV. = ' f Arithmetic, Pait I, Practical Projection, 

1 insmiinb Elementary Free-Hand Drawing, Developments, 

Pattern Cut- I Elementarv Instrumental Drawing, Reading Working Drawings, 



ship. 



tine- Scholar- 1 Elementarv Plane Geometry, Laying Out Patterns, 

^ ' Practical Plane Geometrv, Patterns for Plain and Bent Work. 



Elementary Solid Geometry, 



f Arithmetic, Practical Projection, 

Sheet Metal Mensuration, Developments, 

Pattern Elementary Free-Hand Drawing, Reading Working Drawings, 

x-ctiLcixi J j,^igjjjgmary Instrumental Drawing, Laying Out Patterns, 

Uratting Elementary Plane Geometry, Patterns for Plain and Bent Work, 

Scholarship. | Practical Plane Geometry, Patterns for Formed Work, 

I Elementary Solid Geometry, Properties of Materials. 



° For full particulars of The Correspondence School of 
Sheet Metal Pattern Drafting, see Pages 55 to 84 of this 
Circular. 



THE CORRESPONDENCE SCHOOL OF CIVIL ENGINEERING. 



Scholarships. 



Subjects Taught. 



Civil 

Engineering 
Scholarship. 



Railroad 
Engineering 
Scholarship. 



Surveying 
and Mapping 
Scholarship. 



Bridge 

Engineering 
Scholarship. 



Municipal 
Engineering 
Scholarship. 



Hydraulic 
Engineering 
Scholarship. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Heat, 

Geometrical Drawing, 

Mechanical Drawing, 

Elementary Graphical Statics, 

Strength of Materials, 

Analysis of Stresses, 

Proportioning the Material, 

Details of Construction, 

Details, Bills, and Estimates, 

Steam and Steam Engines, 

Steam Boilers, 

Locomotives, 

Descriptive Astronomy, 

Surveying, 

Land Surveying, 



Arithmetic, 
Algebra, 
Logarithms, 

Geometry and Trigonometry, 
Elementary Mechanics, 
Hydromechanics, 
Pneumatics, 
Geometrical Drawing, 
. Mechanical Drawing, 



Arithmetic, 

Use of LettersinAlgebraicFormulas, 

Geometry and Trigonometry, 

Logarithms, 

' Arithmetic, 
Algebra, 
Logarithms, 

Geometry and Trigonometry, 
Elementary Mechanics, 
Hydromechanics, 
Pneumatics, 
Geometrical Drawing, 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 

Mechanical Drawing, 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydraulics, 

Pneumatics, 

Geometrical Drawing, 

Mechanical Drawing, 



Mapping, 

Railroad Location, 

Railroad Construction, 

Track Work, 

Railroad Structures, 

Elementary Chemistry, 

Economic Geology of Coal, 

Economic Geology of Metals, 

Blowpiping, 

Mineralogy, 

Drainage, 

Sewerage, 

Streets and Highways, 

Paving, 

Water Wheels, 

Hydraulic Machinery, 

Water Supply and Distribution, 

Irrigation, 

Dynamos and Motors, 

Electric Lighting, 

Electric Railways. 

Strength of Materials, 
Surveying, 
Land Surveying, 
Mapping, 

Railroad Location, 
Railroad Construction, 
Track Work, 
Railroad Structures. 

Geometrical Drawing, 
Surveying, 
Land Surveying, 
Mapping. 

Mechanical Drawing, 
Elementary Graphical Statics, 
Strength of Materials, 
Analysis of Stresses, 
Proportioning the Material, 
Details of Construction, 
Details, Bills, and Estimates. 

Strength of Materials, 

Surveying, 

Land Surveying, 

Mapping, 

Drainage, 

Sewerage. 

Streets and Highways, 

Paving. 

Strength of Materials, 

Surveying, 

Surveying and Mapping, 

Steam and Steam Engines, 

Steam Boilers, 

Water Wheels, 

Hydraulic Machinery, 

Water Supply and Distribution, 

Irrigation. 



" We Issue Circulars of Information in %vliicli the above 
Scholarships are described in detail: tliey are sent free 
on application. Wlien sending for circulars please state 
the Course in which you are interested. 



THE CORRESPONDENCE SCHOOL OF MECHANICS. 



Scholarships. 



Subjects Taught. 



Complete 
Mechanical 
Scholarship. 



Mechanical 
Drawing 
Scholarship. 



f Arithmetic, 

Algebra, 

Logarithms, 
I (Jeometry and Trigonometry, 

Elemeutary Mechanics, 

Hydromechanics, 

Pneumatics, 

Heat, 



Geometrical Drawing, 
Mechanical Drawing, 
Steam and Steam Engines, 
Strength of Materials, 
Applied Mechanics, 
Steam Boilers, 
Machine Design, 
Dynamos and Motors. 



Arithmetic, Geometrical Drawing, 

! Mensuration and the Use of Letters Mechanical Drawing, 
in Algebraic Formulas, 



We issue Circulars of Information in >vliich the above 
Scliolarsliips are described in detail ; they are sent free on 
application. AVhen sending for circnlars please state the 
Course in Tv^hicli you are interested. 



THE CORRESPONDENCE SCHOOL OF MINES. 



Scholarships. 



Subjects Taught. 



Complete 
Coal Mining 
Scholarship. 



Mine 

Mechanical 
Scholarship. 



Metal Mining 
Scholarship. 



Metal 

Prospectors' 
Scholarship. 



Arithmetic, 

I'seof Lettersin Algebraic Formulas, 

Geometry and Trigonometry, 

Gases Met With in Mines, 

Mine Ventilation, 

Geometrical Drawing, 

Mine Surveying and Mapping, 

Economic Geology of Coal, 

Prospecting for Coal, 

Shafts, Slopes, and Drifts, 

Methods of Working Coal Mines, 

Mechanics, 



Steam and Steam Boilers, 

Steam Engines, 

Air and Air Compression, 

Hydromechanics and Pumping, 

Haulage, 

Hoisting and Hoisting Appliances, 

Mining Machinery, 

Percussion Drills, 

Surface Arrangements of Bitumi- 
nous Mines, 

Surface Arrangements of Anthracite 
Mines. 

Arithmetic, Haulage, 

Mensuration and the Use of Letters Hoisting and Hoisting Appliances, 

Mining Machinery, 

Percussion Drills, 

Surface Arrangements of Bitumi- 
nous Mines, 

Surface Arrangements of Anthracite 
Mines, 

Dynamos and Motors, [ations. 

Electricity Applied in Mining Oper- 

Permanent Openings, 
, Methods of Working Metal Mines, 
Crushing, Siang, Concentrating and 

Amalgamating Machinery, 
Mechanics, 

Steam and Steam Boilers, 
Steam Engines, 
Air and Air Compression, 
Hydromechanics and Pumping, 
Haulage, 

Hoisting and Hoisting Appliances, 
Percussion Drills. 

Economic Geology, 
Prospecting for Gold and Silver, 
Placer and Hydraulic Mining. 



in Algebraic : 
Mechanics, 
(Jeometrical Drawing, 
Mechanical Drawing, 
Steam and Steam Engines, 
Steam Boilers, 
Air and Air Compression, 
Hydromechanics and Pumping, 



Arithmetic, 

Use of Letters in Algebraic Formulas, 

Geometry and Trigonometry, 

Geometrical Drawing, 

Mine Surveying and Mapping, 

Blowpiping, 

Mineralogy, 

Assaying, 

Economic Geology, 

Prospecting for Gold and Silver, 

Placer and Hydraulic Mining, 

Preliminary Openings, 



Blowpipi! 
Mineralof 



Mineralogy,' 
Assaying, 



Full Mining 
Scholarship. 



Short 

Coal Mining 
Scholarship. 



Arithmetic, 

UseofLettersin Algebraic Formulas, 

Geometry aud Trigonometry, 

Gases Met With in Mines, 

Mine Ventilation, 

Geometrical Drawing, 

Mine Surveying and Mapping, 

Economic Geology of Coal, 

Prospecting for Coal, 

Shafts, Slopes, and Drifts, 

Methods of Working Coal Mines, 

Mechanics, 

Steam and Steam Boilers, 

Steam Engines, 

Air and Air Compression, 

Hydromechanics and Pumping, 

Haulage, 

Hoisting and Hoisting Appliances, 

Mining Machinery, 



Percussion Drills, 

Surface Arrangements of Bitumi- 
nous Mines. 



Surf:i 



iiisements of Anthra- 



Motors. 

plied in Mining Oper- 



Dvllaillus; 

Eieclricit: 

ations' 
Blowpiping, 
Mineralogy, 
Assaying, 

Economic Geology, 
Prospecting for Gold and Silver, 
Placer and Hydraulic Mining, 
Preliminary Openings, 
PermaneutOpenings. 
Methods of Working Metal Mines 
Crushing, Sizing, Concentrating ai 

Amalgamating Machinery. 

Prospecting for Coal, 
Shafts, Slopes, and Drifts, 
Methods of Working Coal Mines, 
Mine Surveying, 
Mine Machinery. 



f Arithmetic, 

I Mensuration and Trigonometrical 

J Functions, 

1 Ga.ses Met With in Mines, Etc., 

Mine Ventilation, 
t Economic Geology of Coal, 

" yVe issue Circulars of Information in which the above 
Scholarships are described in detail ; they are sent free 
on application. When sending for circulars please state 
the Course in which you are interested. 



THE CORRESPONDENCE SCHOOL OF ARCHITECTURE. 



Scholarships. 



Subjects Taught. 



Complete 
Architec- 
tural 
Scholarship. 



Architectural 
Drawing and 
Designing 
Scholarship. 

Architectural 
Drawing 
Scholarship. 



Arithmetic, 

Use ofLettersinAlgebraicFormulas, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Geometrical Drawing, 

Architectural Drawing, Part 1, 

Ornamental Drawing, 

Architectural Drawing, Part 2, 

Masonry, 

Carpentry, 

Joinerv, 

Stair Building, 

Architectural Engineering, 

Ornamental Iron Work, 



Roofing, 

Plumbing and Gas-Fitting, 

Sheet Metal Work, 

Heating and Ventilation, 

Electric Light Wiring and Bell 
Work, 

Painting, 

Decorating, 

History of Architecture, 

Architectural Design, 

Specifications, 

Building Superintendence, 

Permits, Contracts, etc.. 

Estimating, and Calculating Quan- 
tities. 



Mensuration. 
Geometrical Drawing, 
Architectural Drawing, Part 1, 

This Scholarship includes a large number of Drawing Plates. 



Ornamental Drawing, 
Architectural Drawing. Part 2. 
History of Architecture, 
Architectural Design. 



Arithmetic, 
Mensuration, 



Geometrical Drawing, 
Architectural Drawing, Part 1. 



» "We issue Circulars of Information in whieli the above 
Scholarsliips are described in detail ; they are sent free on 
application. "Wlien sending for circulars please state the 
Course in which you are interested. 



THE CORRESPONDENCE SCHOOL OF ELECTRICITY. 



Scholarships. 



Subjects Taught. 



Mechanical- 
Electrical 
Scholarship. 



Electrical 
Power and 
Lighting 
Scholarship. 

Electric 
Lighting 
Scholarship. 



Arithmetic, 

Algebra, 

Logarithms, 

Geometry and Trigonometry, 

Elementary Mechanics, 

Hydromechanics, 

Pneumatics, 

Heat, 

Geometrical Drawing, 

Mechanical Drawing, 

Steam and Steam Engines, 

Strength of Materials, 



Applied Mechanics, 

Steam Boilers, 

Machine Design, 

Principles of Electricity and Maj 

netism, 
Electrical Measurements, 
Applied Electricity, 
Power Transmission, 
Batteries, 
Electric Railways, 
Electric Lighting, 
Dynamo-Electric Machine Design. 



Arithmetic, Mechanical Drawing, 

Mensuration and the Use of Letters Dynamos and Motors, 

in Algebraic Formulas, Electric Lighting, 

Mechanics, Electric Railways, 

t Geometrical Drawing, 



C Arithmetic, Geometrical Drawing, 

j Mensuration and the Use of Letters Mechanical Drawing, 
I in Algebraic Formulas, Dynamos and Motors, 

{ Mechanics. Electric Lighting. 



Electric 
Railway 
Scholarship. 



Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 
in Algebraic Formulas, Dynamos and Motors, 

Mechanics, Electric Railways. 



Wiring and f Arithmetic, Electric Light Wiring and Bell 

Bell Work -| Mensuration and the Use of Letters Work. 
Scholarship. [ in Algebraic Formulas, 



=> We Issue Circulars of Information In which the above 
Scholarships are described in detail ; they are sent free on 
application. Wben sending for circulars please state the 
Course in Tvhich you are interested. 



THE CORRESPONDENCE SCHOOL OF PEDAGOGY. 



Scholarship. 



Subjects Taught. 



Pedagogics of 
English 
Branches 
Scholarship. 



Pedagogics of Arithmetic, 
Pedagogics of U. S. Civil Govern- 
ment, 
Pedagogics of U. S. History, 



Pedagogics of Grammar, 
Pedagogics of Geography, 
Pedagogics of Orthography. 



" "We issue Circulars of Information in which the above 
Scholarships are described in detail ; they are sent free 
on application. When sending for circulars please state 
the Course in w^hicli you are interested. 



xi 



THE CORRESPONDENCE SCHOOL OF STEAM ENGINEERING. 



Scholarships. 



Subjects Taught. 



Stationary 
Engineers' 
Scholarship. 



Marine 

Engineers' 
Scholarship. 



Locomotive 
Engineers' 
Scholarship. 

Traction 
Engineers' 
Scholarship. 

Gas 

Engineers' 
Scholarship. 



Refrigeration 
Scholarship. 



Arithmetic, Steam and Steam Engines (Station- 

Mensuration and the Use of Letters ary Division ) , 

in Algebraic Formulas, Steam Boilers (Stationary Division), 

Mechanics, Dynamos and Motors. 

Geometrical Drawing, 
Mechanical Drawing (Stationary 

Division), 



Arithmetic, 

Mensuration and the Use of Letters 
in Algebraic Formulas, 

Mechanics, 

Geometrical Drawing, 

Mechanical Drawing (Marine Di- 
vision), 

Arithmetic. 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 
Geometrical Drawing, 



Steam and Steam Boilers (Marine 

Division), 
Steam Engines (Marine Division), 
Dynamos and Motors. 



Mechanical Drawing (Locomotive 

Division), 
Steam and Steam Engines, 
Locomotives, 
Dynamos and Motors. 

Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 

in Algebraic Formulas, Traction and Portable Engines, 

Mechanics, Traction and Portable Machinery. 

Aritlimetic, Elementary Mechanics, 

Mensuration and the Use of Letters Pneumatics, Gas, and Petroleum, 

in Algebraic Formulas, Heat, 

Elementary Algebra and Trigone- Geometrical Drawing, 

metric Functions, Mechanical Drawing, 

Logarithms, Gas, Gasoline, and Oil Engines. 

(Arithmetic, Pneumatics, 

Mensuration and the Use of Letters Heat, 
in Algebraic Formulas, Geometrical Drawing, 

Elementary Algebra and Trigone- Mechanical Drawing (Stationary 
metric Functions, Division), 

Logarithms, Ice Making and Refrigerating Ma- 

l. Elementary Mechanics, chinery. 



"We Issue Circulars of Information in wliicli tlie above 
Scliolarsliips are described in detail : they are sent free 
on application. "Wlien sending for circulars please state 
the Course in wliicli you are interested. 



THE CORRESPONDENCE SCHOOL OF ENGLISH BRANCHES. 



Scholarship. 



Subjects Taught. 



Arithmetic, Geography, 

Spelling, U. S. History, 

Penmanship or Letter-Writing, U. S. Civil Government. 
Grammar, 

The Subjects of this Course are taught separately when desired. 



English 
Branches 
Scholarship. 



AVo issue Circulars of Information in ^vhich the above 
Scholarships are described in detail ; they are sent free on 
application. When sending for circulars please state the 
Course in >vhlch you are interested. 



THE CORRESPONDENCE SCHOOL OF CHEMISTRY. 



Scholarships. 



Subjects Taught. 



Inorganic and 
Organic 
Chemistry 
Scholarship. 

Chemistry, 
Including 
Qualitative 
Analysis 
Scholarship. 

Chemistry, 
Including 
Qualitative 
and Quantita- 
tive Analysis 
Scholarship. 



Arithmetic, 

Elementary Algebra and Trigono- 
metric Functions, 
Physics, 



Arithmetic, 

Elementary Algebra and Trigono- 
metric Functions, 
Physics, 



Arithmetic, 

Elementary Algebra and Trigono- 
metric Functions, 
Physics, 
Theoretical Chemistry, 



Theoretical Chemistry, 
Inorganic Chemistry, 
Organic Chemi.stry. 



Theoretical Chemistry, 
Inorganic Chemistry, 
Organic Chemistry, 
Qualitative Analysis. 



Inorganic Chemistry, 
Organic Chemistry, 
Qualitative Analysis, 
Quantitative Analysis. 



- We issue C'lrciila-rs of Inforination in Trhieh the above 
Scholarships are deseriijed in detail ; they are sent free on 
application. ^Vhen sending for circulars please state the 
Course in which you are interested. 



THE CORRESPONDENCE SCHOOL OF BOOKKEEPING AND 
STENOGRAPHY. 



Scholarships. 



Subjects Taught. 



Book- 
keeping 
and Business 
Forms 
Scholarship. 

Complete 

Stenographic 
Scholarship. 



Complete 
Commercial 
Scholarship. 



Arithmetic, 
Penmanship, 
Single-Entry Bookkeeping, 



Double-Entry Bookkeeping, 
Opening, Closing, and Changing 
Books. 



The Subjects of this Course are taught separately when desired. 



Spelling, 

Penmanship, 

Grammar, 



Letter-Writing, 
Stenography. 



The Subjects of this Course are taught separately when desired. 



Arithmetic, 

Spelling, 

Penmanship, 

Grammar, 

Letter-Writing, 



Single-Entry Bookkeeping, 
Double-Entry Bookkeeping, 
Opening, Closing, and Changing 

Books, 
Stenography. 



The Subjects of this Course are taught separately when desired. 



g^" "We issue Circulars of Information in ^which the above 
Scholarships are described in detail ; they are sent free on 
application. AVhen sending for circulars please state the 
Course in Trhlch you are interested . 



THE CORRESPONDENCE SCHOOL OF PLUMBING HEATING, AND 
VENTILATION. 



Scholarships. 



Subjects Taught. 



Sanitary 
Plumbing, 
Heating and 
Ventilation 
Scholarship. 

Sanitary 
Plumbing 
and Gas- 
Fitting 
Scholarship. 



Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 

Geometrical Drawing, 
Mechanical Drawing, 
Plumbing and Drainage, 
Gas and Gas-Fitting, 



Electric Light Wiring and Bell 
Work, 

Principles of Heating and Ventila- 
tion, 

Steam Heating, 

Hot-Water Heating, 

Furnace Heating, 

Ventilation of Buildings. 



Arithmetic, Mechanical Drawing. 

Mensuration and the Use of Letters Plumbing and Drainage, 

in Algebraic Formulas, Gas and Gas-Fitting, 

Mechanics, Electric Light Wiring and 
Geometrical Drawing, Work. 



Sanitary 
Plumbing 
Scholarship. 



Gas-Fitting 
Scholarship. 



Heating and 
Ventilation 
Scholarship. 



Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 

in Algebraic Formulas, Plumbing and Drainage. 

Mechanics, 



Arithmetic, Geometrical Drawing, 

Mensuration and the Use of Letters Mechanical Drawing, 
in Algebraic Formulas, Gas and Gas-Fitting, 

Mechanics, Electric Light Wiring and Bell Work 



Arithmetic, 

Mensuration and the Use of Letters 

in Algebraic Formulas, 
Mechanics, 
Geometrical Drawing, 
Mechanical Drawing, 



Principles of Heating and Ventila- 
tion, 
Steam Heating, 
Hot- Water Heating, 
Furnace Heating, 
Ventilation of Buildings. 



"We issue Circulars of Inforniatiou in wliich the above 
Scholarships are described iu detail; they are sent free 
on application. "When sending for circulars please state 
the Course in which you are interested. 



OFFICERS OF INSTRUCTION AND GOVERNMENT. 



T. J. FOSTER, 

Manager. 

J. J. CLAEK, M. E. 

Assistant Manager. 



TEXT-BOOK DEPARTMENT. 

CARL G. BARTH, Mechanical Engineek, 
Professor of Applied Mecluiuics. 

G. A. GOODENOUGH, B. S., 

Professor of Theoretical Mechanics. 

H. ROLFE, Mechanical Engineer, 
Professor of Steam Engineering. 

E. W. ROBERTS, M. E., 

Professor of Physics. 

WILLIAM TATE, E. M., F. G. S., 

Professor of Mining Engineering. 

A. LLANO, C. E., 

Professor of Oiiril Engineering. 

GEORGE McC. ROBSON, M. A., 

Professor of Mathematics. 

H. N. RAMSEY, E. E., 
Associate Professor of Electrical Engineering. 

L. L. LOGAN, E. M., 

Professor of Mine Surveying. 

LOUIS ALLEN OSBORNE, 

Professor of Architectural History and Design. 

HARRIS C. BLANCHARD, 

Professor of Building Construction. 

WILLIAM A. GORMAN, 

Professor of Architectural Drawing. 

CLENDINNING A. THOMPSON, 

Professor of Constructive Art. 

MAURICE M. SLOAN, 
Professor of Iron and Steel Construction. 

ROBERT YARROW, Kensington Art Schools, 
Professor of Decorative Art. 

S. ALAN SLOAN, 
Professor of Quantity Surveying. 



SCHOOL OF MATHEMATICS AND PHYSICS. 


FRED. V. MOSS, M. 


S., 




Principal. 




A. C. COLLIGAN, 


INSTRUCTORS. 


C. R. O'HARA, 


G. M. FREEMAN, 




A. T. MAHON, 


C. V. MALONEY, 




B. A. BYRON, 


G. E. Mc DERMOTT, 




J. A. WALTON, 


M. E. HURST, 




L. J. WEAVER, 


S. L. COLEMAN, 




C. M. KIMBLE. 


N. M. CADDEN, 




H. J. KEWISH, 



H. E. CHAMBERLIN. 

SCHOOL OF MECHANICS. 

C. P. TURNER, M. E., 

Principal. 

INSTRUCTORS. 



L. E. RAFTER, 
M. J. BRENNAN, 
G. N. SHOPLAND, 
M. R. HORAN, 



J. E. GAVIGAN, 
C. M. RELPH, 
J. C. MAHON, 
L G. SOMMARS, 



M. M. McLaughlin. 



SCHOOL OF MINES. 







(coal mining division.) 










J. 


T. BEARD, E. 

Principal. 


M., 






l. 


V. 


MALIA, 


INSTRUCTORS. 


M, 


. A 


. O'DONNELL, 


M. 


, A. 


HASTINGS, 




L. 


E. 


O'NEILL, 


n. 


L. 


REARDON, 




L. 


F. 


CLARK, 



A. C. THOMPSON, 



M. A. LYNCH. 

SCHOOL OF MINES. 

(metal mining division.) 
J. E. DWELLE, E. M., 

Principal. 

INSTRUCTORS. 
F. H. LERCHEN, E. M., 



S. G. DOUGHERTY. 

XV 



SCHOOL OF CIVIL ENGINEERING. 

BENJAMIN F. LA RUE, Civil Engineer, 
Principal. 



INSTRUCTORS. 



L. RECHSTEINER, 
B. E. CONGER, 
M. L. MOFFITT, 



J. M. THOMAS, 
C. SCHUBERT, 
M. A. CALLAHAN. 



SCHOOL OF ARCHITECTURE. 

W. SCOTT-COLLINS, Architect, 
Principal. 



INSTRUCTORS. 



L. M. DONNEGAN, 



A. E. BRECK. 



SCHOOL OF PLUMBING, HEATING, AND VENTILATION. 

T. N. THOMSON, Sanitary Engineer, 



Principal. 
INSTRUCTORS. 



K. M. ORR, 



E. E. FASSETT. 



SCHOOL OF ELECTRICITY. 

W. H. DONNER, Electrical Engineer, 
Principal. 



K. G. MALIA, 
S. J. GAVAN, 
M. BOLAND, 



INSTRUCTORS. 



A. A. HINE, 
N. HART, 
A. L. NICOLS. 



SCHOOL OF DRAWING. 

L. H. KJELLSTEDT, C. I. 

Principal. 



F. M. SCOTT, 
C. COKELY, 
F. I. MELLON, 
M. D. MURPHY, 
C. B. EDSON, 



INSTRUCTORS. 



N. LOFTUS. 



L. McANDREWS, 
M. D. LANGAN, 
A. WILLIAMS, 
A. G. BLEWITT, 
A. A. CALLAHAN. 



SCHOOL OF ENGLISH BRANCHES. 

C. W. FAUST, M.of E., 

I'ri)iri/>a/. 

INSTRUCTORS. 
B. C. CONGER, L. F. EPPLING. 

SCHOOL OF BOOKKEEPING AND STENOGRAPHY. 

NELSON H. PEOUTY, 

Principal. 

INSTRUCTORS. 
Ft. WESLEY KELLOW, GEORGE H. GIBBS. 

SCHOOL OF SHEET-METAL PATTERN DRAFTING. 

A. LANGERFELD, 

Principal. 

SCHOOL OF CHEMISTRY. 

G. H. DIMPFEL, Ph.D., 

Principal. 

SCHOOL OF PEDAGOGY. 

WM. B. RIDENOUR, A. M., 

Principal. 

ILLUSTRATING DEPARTMENT. 

CHAS. J. HAYES, 

Chief. 

DRAFTSMEN. 

JOHN A. GRENING, HARRY ARTLEY, 

D. COMINGS, WALTER C. FELLOWS, 

RUDOLPH PRESCH, ADAM KAUFMAN, 

MICHAEL J, SCANLON, FRED. G. AYARING, 

HENRY LITT, MILTON O'CONNELL, 

EMIt MOODY, E. H. MAROT. 



STUDENTS AND GRADUATES, APRIL, 1898. 



UNITED STATES. 

Alabama 

Alaska 

Arizona ^ 

Arkansas 

California 1, 

Colorado 

Connecticut 2, 

Delaware 

District of Columbia 

Florida 

Georgia 

Idaho 

Illinois 2 

Indiana 

Indian Territory 

Iowa 



Kentucky 

Louisiana 

Maine 

Maryland 

Massachusetts .... 

Michigan 

Minnesota 

Mississippi 

Missouri 

Montana 

Nebraska 

Nevada 

New Hampshire . 

New Jersey 

New Mexico 

New York 5, 

North Carolina... 

North Dakota 

Ohio 1 

Oklahoma 

Oregon 

Penn.sylvania 7 

Rhode Island 

South Carolina 

South Dakota 

Tennessee 

Texas 

Utah 

Vermont 

Virginia 

Washington 

West Virginia 



Wisconsin 

Wyoming 

CANADA. 

Alberta 

Assiniboia 

British Columbia 

Manitoba 

New Brunswick 

Nova Scotia 

Ontario 

Prince Edward Island 

Quebec 

Saskatchewan 

MEXICO. 

AguasCalientes 

Chiapas 

Chihuahua 

Coahuila 

Durango 

Guanajuato 

Hidalgo 

Jalisco 

Lower California 

Mexico 

Michoacan 

Nuevo Leon 

San Luis Potosi 

Sinaloa 

Sonora 

Tamaulipas 

Vera Cruz 

Yucatan 

Zacatecas 



CENTRAL AMERICA. 

WEST INDIES. 

Antigua 

Cuba 

Hayti 



Saint John 

Santo Domingo 

BERMUDA 

GREAT MIQUELON. 

NEWFOUNDLAND 

SOUTH AMERICA. 

Brazil 

British Guiana 



Chile 

Colombia .. 
Ecuador .. 
Venezuela 



Belgium 

Denmark 

England 

France 

Germany 

Gibraltar 

Italy 

Russia 

Scotland 

Spain 

Sweden 

Switzerland.. 
Wales 



ASIA. 

Asia Minor 

Burmah 

Ceylon 

China 

India 

Japan 

Java 

Siam 

Straits Settlements 

AFRICA. 

Angola 

Cape Colony 

Congo 

East Africa 

Madagascar 

Madeira 

Maslionaland 

Mauritius 

Namaqualand 

Natal 

Rhodesia 

South African Republic 
Zanzibar 



OCEANIA. 

Australia 

Hawaiian Islands . 

New Zealand , 

Tasmania 



Note.— Any one desiring may verify these figures by calling at our offices, 
at Scranton, Pa. 



THE INTERNATIONAL CORRESPONDENCE 
SCHOOLS. 

■" "To be accurate, write; 

■ To remember, write." 

The International Correspondence Schools were first to give 
instruction by correspondence in the theories of the trades 
and engineering professions, and have done more within the 
last five years to benefit miners, mechanics and others in need 
of technical instruction than any other educational institution. 
The system of instruction thus originated has developed into 
the largest technical school in the world, has overcome the 
difiiculties which attend these classes in their efforts to educate 
themselves at night school or by home study with text-books, 
has placed technical education within the reach of thousands 
who would otherwise have remained in ignorance of the theo- 
ries of their trades, and has helped hundreds to become super- 
intendents, foremen, draftsmen, engineers, etc. who, without 
it, would never have obtained such positions. 
History of The man who first transmitted written intelligence to his 
Correspond- neighbor originated coi-respondence instruction, and it has 
e n c e In- always been largely used among civiUzed people. All who are 
strnction. familiar with the New Testament know how generally the 
method was employed two thousand years ago. 

The man who reads the world's doings in the newspapers, or 
the mechanic who is kept informed of the progress in his trade 
by his favorite technical journal is instructed in a measure by 
correspondence ; and to a greater or less degree the same prin- 
ciple is made to contribute to all mental improvement. 
Application In the last twenty-five years the method has come into more 
by Us to tlie general use, but until within a very few years all teaching by 
Tlieories of correspondence was conducted with regular text-books, which 
the Trades, are not as well adapted to correspondence instruction as text- 
books especially prepared for the purpose. Most workingmen 
do not have the preliminary education to understand ordinary 
text-books. Neither have' they time to waste in studying 
things they will never use. In The International Correspond- 
ence Schools these conditions are met by courses of instruc- 
tion which begin at the beginning, require only a knowledge of 
reading and writing on the part of the student to commence, 
and for which the Instruction and Question Papers and Draw- 
ing Plates used in teaching have been expressly written and 
illustrated. To do this writing and illustrating "has required 
. an expenditure of nearly $200,000, but without it such growth 
as these Schools have experienced would have been impossible. 

19 



20 



THE CORRESPONDENCE SCHOOL OF 



RAPID GROWTH. 

An Original In the month of August, 1891, the work of the first course 
Under tak- (what is now the Complete Coal Mining Course) was laid out, 
ing. and tlie decision was made to prepare for use instead of text-hooks a 

series of Instruction Papers which should emhodn in the fewest and 
plainest words everything necessary to a complete understanding of 
the subject. From this decision "dates the beginning of corre- 
spondence instruction as now conducted. 

Its Great Sue- The course became popular at once, because it presented to 
cess. miners and mine officials an opportunity to obtain a syste- 

matic, thorough, and concise course of home instruction in the 
theory of coal-mining. Within one year, over one thousand 
men enrolled, and the great value of the new method of teach- 
ing to the large class who desire to obtain technical educa- 
tions but cannot leave home or quit work to attend the regular 
schools was demonstrated. 
Complete Early in 1892 the demand from machinists and others who 
Mechanical wished to qualify to become mechanical engineers and drafts- 
and Median- men became so urgent that the preparation of the Complete 
ical Draw- Mechanical and Mechanical Drawing Courses, intended espe- 
ing Courses, cially for these classes, was commenced. Within eighteen 
months from their establishment, over two thousand enrolled 
in them. 
Steam Engl- Since that time courses in Steam Engineering, Electricity, 
n e e r i n g , Architecture, Ai'cliitectural Drawing, Civil Engineering, Bridge 
Electrical, Engineering, Railroad Engineering, Surveying and Mapping, 
Arc hi tec- Municipal Engineering, Hydraulic Engineering, Plumbing, 
tural. Civil Heating and Ventilation, Chemistry, Sheet Metal Pattern 
Engineering Drafting, Pedagogy, English Branches, Bookkeeping, Sten- 
and Other ography, etc. liave been added, and the Schools have con- 
Courses, tinned to grow until instruction is now given in over forty 
Scholarships. A large enrollment in every quarter of the 
globe attests the great and growing appreciation by working- 
men everywhere of the work we are doing in placing the gist 
of college educations witliin their reach. 
Practical The Schools are not, however, intended to take the place of 
Plan of the regular technical schools and colleges, and those who are 
Home Study, in position to attend such institutions are advised to do so. 
Our province is to provide education for the thousands who 
must improve themselves at their own homes after working 
hours, or not at all. For the first time, a practical and efficient 
system of instruction is offered to these classes. 
Adapted to Correspondence instruction is adapted to all. We accept 
the Xeeds of students of any nationality or color, sex or religion, from ten 
All. years old upward, and point with well-earned pride to the 
thousands whom we have benefited. Heretofore, age, time, 
and expense have largely controlled the educational acquire- 
ments of men. None of these factors are now barriers to 
advancement. By the correspondence method those of mature 
years may benefit themselves as well as the young and inex- 
perienced. The value of every hour is enhanced by the ability 
to use it in preparing for advancement. The expense is 
reduced to a minimum. 



SHEET IMETAL PATTERN DRAFTING. 



21 



Short L« 
sons. 



Our Success Persons who think of enrolling and who wish evidence 

In Teaching, regarding the method of instruction, from those who have 

already tried the plan, should write us, and we will send them 

a copy of a book of testimonials, or the name and address of a 

student in any locality, to whom they can write for information. 

METHOD OF TEACHING. 

The method of instruction in such subjects as can be taught 
without the use of apparatus or instruments, is as follows : 

The Instruction Papers which are the text-books for our 
students are printed pamphlets or books of 30 to 150 
and are accompanied by Question Papers. 

When a student enrolls he receives the first two sets of 
Instruction and Question Papers. Accompanying these are 
printed instructions telling him what his class letter and num- 
ber is, how to proceed with his work, and how to studv. After 
reading these instructions the student studies his first'lnstruc- 
tion Paper. The first subject is either arithmetic or drawing, 
but whichever it is it is commenced at the very beginning, on 
the assumption that the student knows nothing of it, and the 
ground is covered in the clearest and most concise language. 
Usually the first subject is arithmetic. 

After having mastered the first Instruction Paper, the student 
lays it aside and takes up his Question Paper ( which contains 
many practical problems), and answersin turn every question, 
upon sheets of foolscap, writing on one side of the paper only ; 
he then puts his work in an addressed envelope (which is pro- 
vided for the purpose) and mails it. 

When a set of answers is received by the School, it is exam- 
ined with the utmost care ; all errors are corrected in red ink, 
and the work is returned with such suggestions and criticisms 
as enable the student to understand the subject. Every mistake 
is pointed out and everything fully explained. 

The Instructors take pains to make the student feel that 
the comments made are for his best interests. Experience has 
shown tiiat written criticisms make more lasting impressions 
than verbal ones. 

A percentage mark is given according to merit. If the paper 
does not deserve 90 per cent., the student is required to rewrite 
the incorrect part until he satisfies the Instructor that he 
understands it. If necessary, additional work is given him. 
The student is kept at the subject until he has learned it. 

When students do not receive 90 per cent., which is not 
often, the trouble is almost always traceable to their failure 
to study the Instruction Papers' carefully. The Instruction 
Papers are so plain that any who will study them as directed 
can understand them, and .so complete that any who understand 
them can readily answer all the questions asked. 

When the student mails his work on Question Paper No. 1, 
he commences the study of Instruction Paper No. 2, and pro- 
ceeds with it as with the previous Paper. 



HoAVthe Stu- 
dent Studies. 



Correction of 
His Worli. 



Perc e n t a g e 
Marks. 



How the Stu- 
dent is Kept 
at Work. 



22 



THE COREESPONDENCE SCHOOL OF 



When he has gained a passing-mark in Question Paper No. 1, 
liis work is returned to him to keep, and at tlie same time 
Instruction Paper No. 3 and Question Paper No. 3 are sent 
him. 

When he receives No. 3 Papers, he lays them aside until he 
has finished No. 2. When he mails his work on No. 2, he takes 
up No. 3, and when his work on No. 2 is returned to him, he 
is sent No. 4 Papers, and so on. By this system he has always 
a set of Papers on hand to study while the work on the other 
set is going through the mails. 

When a student meets with difficulty in understanding any- 
thing in the Papers, the Instructors of the School come to his 
assistance through the mails. 

For this purpose each student is furnished by the School, free 
of charge, with addressed envelopes and information blanks. 
A copy of the latter is printed on the next page. 



H e Receives 
Personal 
Assistance. 



Full Expla- 
nations. 



Bound Vol- 
umes of In- 
struction 
and Question 
Papers. 



All Text 
Books a r < 
Free. 



School 

Records. 



When the student has given a subject a thorough trial and 
cannot understand it, all he has to do is to state his difficulty 
on one of these blanks, and mail it. 

When this is received, the Instructor answers it by return 
mail. He explains fulbj, if it requires a dozen sheets of paper to 
do so. 

We would rather have a student write to us for explanations 
every day, than fail to understand a principle or anything 
treated of in the Instruction Paper. 

In addition to the Instruction and Question Papers furnished 
to him to study from, the student receives when he enrolls, 
and without extra charge, (except for expressage or freight), 
a complete set of bound volumes of all the Instruction Papers, 
Question Papers, Keys, etc., used in the said course of instruc- 
tion, together with the Tables belonging thereto and an abstract 
of all the Formulas used in the course, all fully indexed, 
and bound in half leather. 

The Instruction and Question Papers are the only text-books 
the student requires. They become his property, and are not 
returned to us. 

We pay all postage in sending all other books, papers or 
communications to the students. They pay the postage on 
their mail to us. 

When a man has completed a course he must pass a final 
examination before he is given a Diploma or Certificate of 
Proficiency. 

The records kept are very full. They form a complete 
school history of the student from his enrollment until he 
receives his Diploma. 

They contain not only the percentages given upon each 
Plate and Question Paper, but such details of his work as to 
enable us to form an accurate opinion of his ability and status 
as a student. 



SHEET METAL PATTERN DRAFTING. 



23 



Information 
Blank. 



Wlien 
Used. 



How to 
Used. 



The International Correspondence Schools. 



SCRANTON, PA., U. S. A. 



Observe the following Points wlien Using tiiis 
INRORNIATION BLANK: : 

(1) Use It w^henever, after a fair trial, you cannot under- 
stand the principles stated in the Instruction Papers or can- 
not work the problems in the Question Papers. 

(8) Be sure to give ALL. the data asked for on this blank. 

(3) When asking for Information regarding an example, 
the printed answ^er of which you are unable to obtain, 
ALWAYS SEND US YOUR SOLUTION of your work as 
far as you can go, thus we can see just where your error 
lies. If any exists, and we can give you exactly the infor- 
mation you need. Sometimes your answers may differ 
from ours, owing to the number of decimal places carried 
(usually four are sufficient, but some calculations require 
more). W^e make no deduction from your mark in such 
cases, provided your w^ork and principle are correct. 

(4) ALW^AYS ^VRITE YOUR ADDRESS IN PULL ON 
EVERYTHING YOU SEND US. 



USE THE YELLOW BLANK LAST. 

Name of Student Class Letter and 

No. Post-office State 

No. of Question Page 

In the edition of Paper, subject 



Date 



.189 



24 



THE CORRESPONDENCE SCHOOL OF 



HOW DRAWING IS TAUGHT. 

Unsurpassed Our method of teaching drawing is original, practical, and 
Method of unsurpassed in any school in the world. It is unequalled ex- 
Teaeliing cept in a very few regular universities and technical colleges 
Drawing. of the highest grade. None have ever failed to learn to draw 
by our method when they have followed our insti'uctions. 
Many have been qualified to fill positions as draftsmen who, 
before they enrolled with us, had never used a drawing pen 
or pencil, and whose hands and fingers were as rough and 
stiff, because of hard work, as they could well be. 
Every Braw- It seems an incomprehensible thing to many how drawing 
ing Original can be taught through the mails, yet we have qualified thou- 
Wltli Us. sands to make neat, well-lettered drawings without ever see- 

ing or convei'sing with them. This is due to the merit of our 
Instruction Papers on drawing, to the care taken in correcting 
the work of students, and to the character of the model draw- 
ings which we send to students to work from. All of these 
drawings are made with pen and ink in our own establish- 
ment, and the copies sent to students are printed from zinc 
etchings made from them by the photographic process. The 
preparation of these drawings has taken much time and 
money. 
Instruction In our drawing courses the student is not required to draw 
Carefully first a hard plate, then an easy one, then a hard one, and then 
Graded. another easy one, etc. His first plate consists of a few simple 

straight and curved lines, his second is a little more difficult, 
his third still more so, and so on. The last plates in the 
course are as difficult as any ordinary draftsman is ever called 
upon to draw, and by the time our students reach the last 
plates in their courses, the work which they do upon them will 
compare very favorably with that done by any draftsman. 

First In- When the student is ready to take up this subject, the first 
struction Instruction Paper in drawing, together with an empty mailing 
Paper and tube, is sent to him. This Instruction Paper contains detailed 
Drawing instructions on the use and care of the drawing instruments, 
Plates. on penciling, inking, etc., and also for drawing the first few 

plates. 

The student studies the Instruction Paper and draws Plate I, 
which when completed he sends to us, in the mailing tube 
above mentioned, for examination and correction. 
Important When the plate is received at the School, the Instructor in 
Work of the drawing examines it carefully and notes upon it in pencil the 
Instructor. points in which it can be improved and his suggestions for the 
guidance of the student. If necessary, he writes a letter cover- 
ing everything thoroughlj', so that the student may have full 
benefit of his knowledge and experience. 

The plate is then returned, with these criticisms and sugges- 
tions, to the student. If he has not received a mark of 90 per 
cent., he is obliged to redraw it until he does, which will not be 
until we are satisfied with the neatness and accuracy of the 
drawing, and believe that he thoroughly understands the prin- 
ciples involved. 



SHEET METAL PATTERN DRAFTING. 



25 



When the student receives a passing-mark on Plate I, he 
sends us Plate II, on which he has been working while Plate I 
has been in our hands, and begins work on Plate III. 

Order of The student is required to make from fifteen to forty plates 
^Vork. and two or more tracings, depending upon the course in which 

he enrolls. The plates and tracings, excepting the first few, 
which are drawn from directions in the first Instruction Paper, 
are furnished to the student one at a time in the same order as 
the Instruction and Question Papers in other subjects. Thus, 
when Plate VIII is returned to the student, it is accompanied 
by a copy of Plate X, and so on. In this way the student is 
never out of work, but we do not send plates in advance of the 
order in which w'e have arranged them for teaching. 

Second In- Indue order and with the proper plate the second Instruc- 

structlon tion Paper in drawing is sent to the student. This explains 

Paper. the advanced principles, gives directions for the work on the 

Tracings and remaining plates, and contains full instructions for tracing, 

Blue-Prints, preparing blue-print paper, and taking blue-prints. 

We reserve the privilege, provided we desire to exercise it, 
of retaining several of the plates made by each of the students, 
to show the progress they make. 



ADVANTAGES OF CORRESPONDENCE 
INSTRUCTION. 



Defleien c i es 
in Education 
Can be Made 
Up. 



Individual 
Ins truction 
at Time and 
Place Best 
Stilted to 
Student. 



Our method fills a great want, and fully fills it. It is an 
opportunity for the indigent student to get an education ; for 
the superintendent of an engineering establishment, who, by 
his natural gifts, has attained a position of prominence, to make 
up the defects in education which hamper him in his efforts to 
climb higher ; for the ambitious workingman to secure inde- 
pendence ; for the poor man to redeem himself from poverty. 
He can study and work at the same time ; improve his mind 
and use his hands to earn the money to support himself and 
family ; make use of the odd bits of time, which, wasted, are 
not even missed, but which will enable him in a few years to 
become a leader in any department of knowledge. 

•By the correspondence method each student is a class in 
himself. 

He can select his own time for study and can carry his 
studies w'ith him, so that whenever and wherever he has 
any spare time he can make good use of it. 

Wherever the mails go the student can be taught, so that 
locations may be changed as often as desired. 

He can study at home without interfering with his work or 
social engagements. He loses no time in going to and from 
school. 

When he has studied as long as he wishes he can retire, as 
he is at home and need not make a long trip on foot or in some 
conveyance. 



26 



THE CORRESPONDENCE SCHOOL OF 



Instr u c t i o n 
Confidential. 



R e q u i res 
T h o r o u gh- 



The education goes to the student instead of the student 
going to the education. 

Qualifies for Correspondence instruction strengthens those faculties which 
Written Ex- are particularly called into play at examinations — the power 
aminatlons. to correctly and promptly write out on paper answers to 
questions asked. Many a candidate has failed at an examina- 
tion, because he was not able to write out answers to the ques- 
tions fully and clearly, although he knew what the answers 
should be. 

When we write we unconsciously seek to express our ideas 
in as concise a manner as possible, for the reason that writing 
is more difficult than speaking. The ability to express things 
concisely is of great importance to every person. 

The correspondence student does not need to expose his 
ignorance to his associates. 

In his recitations a smooth tongue will not aid him to con- 
ceal his ignorance of a subject. What may seem when spoken 
ness. to be an intelligent, clear explanation of a subject, when 

written often appears indefinite, vague, and unsatisfactory. 
Written lessons are subject to more searching scrutiny than 
oral lessons. The correspondence student soon learns what 
every student must, that only persistent toil can crown his 
efforts with success. This creates self-dependence. 

Every part of a correspondence lesson can be gone over 
repeatedly until it is fully understood. 

Even the misfortune of partial or entire lack of occupation 
may be turned to advantage by this method of home study. 

The method tends to form habits of accuracy, since nothing 
can be skipped and the whole lesson must be learned and 
written. 

Forms Habits Wise direction through correspondence by competent In- 
of Accuracy, structors will produce better results than can be expected 
from unaided individual efforts, but while the student has the 
most skilful direction in his studies he is at the same time his 
own schoolmaster, and pursues his work without fear, con- 
straint, or obligation. He studies because he desires knowledge 
which will aid him in his efforts for advancement, and not 
because he is obliged to. 

Close Rela- The relations of Instructors and students are more personal 
tlons of In- than is possible by any other system. In some colleges 
structor and teachers have classes so large that they do not even know the 
Student. majority of their pupils by sight. In such classes it is impos- 

sible for a student to receive personal instruction. The teacher 
cannot even give his whole attention to the one pupil who is 
reciting. He is obliged to keep the large class in order, and 
so necessarily is less careful than if occupied with but one at 
a time. On the other hand, the correspondence Instructor, in 
reviewing and correcting the work of one student at a time, is 
interested in him alone, and therefore can better see his 
defects. He does not know his pupil, and cannot be influ- 
enced by him in any way. 



SHEET METAL PATTERN DRAFTING. 



27 



OUR IMPROVED METHOD. 

No Fixed Recognizing that men who have but little time to devote to 

Time f o r study should not be bound to a fixed time for the completion 

tlie Comple- of their courses, The International Correspondence Schools do 

tion of Our not have a fixed time for the beginning or completion of any 

Courses. course or any part of it. Persons may enroll at any time ; 

their instruction is commenced immediately, and we enter 

into a definite agreement with each one that as soon as his 

Scholarship is paid in full it shall be non-forfeitable, and 

continue in force until instruction is furnished in all the 

subjects included in it ; that the student may lay aside his 

studies as often as he may find it necessary, and resume them 

Scholarships again when he finds it convenient ; that when Scholarships 

Non-forfeit- are purchased on the installment plan they are not forfeitable 

able and for failure to pay the installments promptly, and that if at 

Transfer- any time the student desires to stop studying, he has the 

able. right to sell or give his Scholarship to some other person. 

Special information is furnished students as often as desired, 
on blanks supplied by the School. 

We Write and We write and illustrate, expressly for the purpose, all the 
Illustrate text-books we use in teaching. This is necessary in order to 
Our Text- insure the highest degree of accuracy, completeness, concise- 
Books, ness and simplicity. We employ a large staff of engineers and 

draftsmen exclusively in this work. 

Our Text- Our text-books are original in composition and illustration, 

Books Are and are not compilations from other technical works. Only 

Accurate. the most competent engineers are engaged to write them. 

Each paper is edited by several other engineers, well versed 

in the subject of the paper. Two expert operators check on 

calculating machines every calculation. A large and costly 

library of standard scientific and technical works is at hand 

for reference. Our text-books contain fewer errors than any 

other text-books on the subjects of which they treat. 

We Take All of our papers are written from the standpoint that the 
Nothing for student has no other source of information. Our Instructors 
Granted. in writing the papers endeavor to place themselves in the 

position of persons ignorant of the subject and then try to 
explain the various points. They try to provide for all the 
difficulties that will be likely to beset the students, and as a 
result, many things of great importance in practical work, 
which receive little or no attention in ordinary text-books, 
are treated fully. Nothing of value is omitted from any 
course. 

Unnecessary In explaining a subject our instructors make every point 
Matter Left clear, regardless of the space required to accomplish it, but at 
Out. the same time every paper is made as concise as the nature of 

the subject will permit. Our students are not carried so deeply 
into some subjects as in the regular technical schools, because 
we leave out everything not necessary for them to learn in 
order to master the subjects we are teaching them. The study 
of scientific subjects is always interesting, and helps to train 
the mind, but our students are busy men who cannot afford to 



28 



THE CORRESPONDENCE SCHOOL OF 



Simplicity 
Secured at 
Any Cost. 



waste a minute in learning things unnecessary to a thorough 
knowledge of the theory of their occupations. 

Our Instruction Papers are written in clear, simple language, 
as free as possible from technical terms. Illustrations, wher- 
ever they will make the text plainer, are used freely. Great 
pains is taken to make the construction of sentences, the 
paragraphing, punctuation, etc., such as will make the 
meaning of the author clear, and the paper easier to study. 
Words whose meanings are not generally understood are 
avoided wherever possible for those more commonly used. 
The plan of simplicity was not adopted because we expected 
to teach only men oi limited education, but because simple 
language is more readily comprehended by all. One of the 
greatest troubles with ordinary text-books is that they are 
written for men of scientific attainments. 



Careful Prep- 
aration and 
Revision. 



System 

Thorough. 



Particular 
Attention 
to Backward 
Students. 



The aim kept in view in the preparation of our Instruction 
Papers has been to make them thorough, modern and plain. 
We are constantly revising our texts, some of which are in the 
fifth edition. 

Every Scholarship includes a complete duplicate set of bound 
volumes of all the Papers used in the Course. 

When the student enrolls he is first taken in hand by a 
competent Instructor in mathematics. This teacher does not 
ask what the student knows or does not know. He assumes 
that he knows nothing and begins with him at the beginning 
of arithmetic. Sometimes a student says, "I don't want to 
bother with these things," but he is ready to confess after- 
ward that the preliminary drill in arithmetic has made him 
more efficient. 

After the student is through with arithmetic he is taken 
into the other subjects, and goes through in regular order the 
mathematical and physical studies before he is allowed to 
undertake tlie advanced subjects. He masters each Instruc- 
tion Paper in order, and his work is examined and passed 
upon by the Instructors, subject by subject, as he completes 
it. The student must be thorough, as he cannot advance 
unless he is proficient in preceding lessons. He must know 
arithmetic before he can study mensuration or algebra, and 
when he gets as far as the last subject in any of our technical 
courses, he has completed all the subjects entering into a com- 
plete education in the branch of engineering he is studying. 
Our system thus overcomes the greatest objection to self-educa- 
tion by text-books, night schools, etc. — i. e., that many of 
those compelled to resort to such aids to self-education read or 
study on so desultory a plan that they learn few things 
thoroughly. 

We make our students do their work as it ought to be done, 
allow no medium papers to pass, and correct every error. 
When the answer papers are examined we even correct and 
criticise the punctuation, capitalization, spelling and penman- 
ship. The poorly written, poorly expressed paper receives 
as careful examination and consideration as the good one. 



SHEET METAL PATTERN DRAFTING. 



29 



Students are surprised in many instances to see with what care 
their work is examined, and how clearly and with what 
apparent ease they are helped to master portions which 
puzzled them. A successful teacher once said, "The true art 
of teaching consists in knowing how to suggest." 

Our method is much less expensive than any other, for the 
reason that our students do not need to purchase any text- 
books whatever. 



An Inexpen- 
sive Method. 



Cor respond- 
ence Les- 
sons Require 
Close Atten- 
tion. 



The Teacher 
Instructs 
One Pupil at 
a Time. 



^V r 1 1 1 n g: a 
Lessonllelps 
One to TJe- 
nieiuber It. 



Dull Students 
Succeed as 
^V e 1 1 as 
Bright Ones. 



COMPARED WITH REGULAR SCHOOLS. 

To take a course in a regular technical college is the best 
way to secure a technical education, but it is not possible for 
busy men to attend colleges. 

Our Schools are not intended to fill the place of these, but 
there are, nevertheless, some respects in which our method of 
teaching is superior to all other systems. 

In any class lecture the attention may be drawn away by 
the surroundings. Oral explanations cannot always be 
grasped and retained in the memory as they are given, and 
while the student is thinking over a portion of the lesson, the 
teacher may get ahead of him ; and if he loses part of the 
lesson, he cannot understand the remainder. The directions 
and instructions given are general, and the student oftentimes 
fails to get assistance on the point which, in his case, is most 
necessary. On the other hand, the correspondence student 
goes from one point to another only as he masters the previous 
one ; further, his recitations being written, bring out clearly 
every weak point and enable the Instructor to know just how 
to proceed. 

The correspondence teacher comes in closer contact with the 
student than do teachers instructing large classes. When the 
Instructor is correcting the work or giving aid to the corre- 
spondence student, his mind is occupied with him alone. 
This results in better work on the part of the Instructor for 
the student than is possible when his attention is divided. 

To remember a thing it is necessary to learn it well. To 
learn it well the attention must be fixed, so that a complete 
and clear impression may be made on the mind. It will be 
admitted that a thing which is both heard and read, better 
commands the attention, and is better understood than if 
heard only or if read only, and it is equally true that things 
which are read until they are understood and are afterward 
written down, are better remembered than those which are 
read only. They are remembered better because they are 
learned better. 

Practice obtained by correspondence students in writing all 
their work is a great benefit in preparing them to successfully 
pass written examinations. 

Each student is a class by himself, and his progress depends 
upon the time he can devote to study. One man may get 
through in a year, whereas it may take another longer, but he 
reaches the goal all the same. This is more than can be said of 



30 



THE CORRESPONDENCE SCHOOL OF 



the regular schools, since in all of them students must keep up 
with the classes or drop the studies. 

Nothing In- There are no vacation seasons. Nothing interferes to inter- 

terinipts the rupt the work of the student. Persons can commence their 

^Vork. studies any day of the year, and be as sure of thorough 

instruction if they begin at one time as at another. Studies 

can be interrupted whenever necessary, and resumed when 

convenient. 

BookSjTrans- Our charges are much smaller than for similar courses in the 

portatiou, regular schools. In addition, the student saves transportation 

Board, Etc., to and from the school ; board, and other expenses while 

Saved. there ; books, etc. In studying with us he need not lose a 

moment from his work, or spend an hour away from home 

from the time he enrolls until he has earned his Diploma or 

Certificate of Proficiency. 

Any person who wants to learn can do so by the correspond- 
ence method. Instruction can be imparted with as great 
facility by it as by any other means, and many learn by it 
who cannot be instructed in the usual way. 

Competent In The International Correspondence Schools students are 

Instructors, taught by the able.st Instructors it is possible to procure, men 
of education and of large experience in the branches which 
they teach. These are assisted in the preparation of the 
Instruction and Question Papers by the ablest specialists in the 
country, who are employed expressly for the purpose. The 
students, therefore, have the advantage of the knowledge and 
experience of the ablest engineers and experts connected with 
the sciences they are studying. 

Those who have tried instruction by correspondence say 
there is nothing more enjoyable than being one's own school- 
master. All restraints, study hours, etc. are self-imposed 
and may be removed or changed at will. 



SUPERIORITY OVER NIGHT SCHOOLS. 



Night Schools Besides the many other disadvantages attending them, night 
Unsatisfac- schools teaching technical subjects must be located in popu- 
tory. lous districts, to justify the employment of competent instruct- 

ors, so that they are only found in the largest cities. 

They fail to meet the great want of a system of teaching 
which can be taken advantage of by working, business, and 
professional men. When these classes use night schools, 
in ignorance of a better system, the results are not satisfac- 
tory. 

Workmen In the case of the average mechanic, about half the time 
Need Not that he has to devote to study is lost in putting himself in pre- 
"Leave Home sentable condition to attend the night class and in the ride or 
to study by walk to and from the place where it is held. He must go from 
Our Method, home in all kinds of weather, and is sometimes unable to 
attend. 



SHEET METAL PATTERN DRAINING. 



31 



Few^ Can At- 
tend Even- 
ing Classes 
Regularly. 



Our Students 
Are Not 
Pushed nor 
Retarded by 
Others. 



Studies Car- 
ried on Pri- 
vately. 



Many cannot attend evening classes regularly. Their 
engagements to do so are unavoidably interrupted by the sick- 
ness of themselves or their families, or by important family or 
social duties. Men who are sufficiently ambitious and ener- 
getic to study in their leisure time are such as usually stand 
best with their employers, and if a breakdown occurs or an 
extraordinary emergency arises, are called upon to do night 
wprk. Again, the appointed hours are not always those which 
best suit them. If they lose a single lesson, it places them at 
a great disadvantage, because they do not understand what 
follows. It thus occurs that out of "every foiir students attend- 
ing night schools one is absent at every session, and only one 
in twelve completes the subjects taken up. 

In a night school the students must keep a uniform pace in 
their studies, and it is either a pace too slow to suit the bright 
student or too fast for the dull one to keep up. 

The correspondence student loses no time in going to and 
from school, but can study at home, without interfering with 
his work or social engagements, and when he misses an even- 
ing can pick up his studies just where he left off. 

His objections to revealing to others his present knowledge 
or his rate of progress are respected, and nobody but his 
Instructor knows where he begins or how fast he gets along. 



MUCH BETTER THAN HOME STUDY WITH 
TEXT-BOOKS. 

Cheaper, A course in our Schools is much less expensive than home 

study with text-books. It costs hundreds of dollars to pur- 
chase books to cover the theory of a trade and the sciences 
related to it. Our students require no text-books except the 
Instruction Papers, which are furnished free of charge. When 
they enroll, however, they each receive a complete set of 
bound volumes of all the Instruction Papers, Question Papers 
and Drawing Plates used in their courses, and these, taken 
together, form a complete series of text-books in the theory of 
the trade or profession to which they relate. 

Includes the The want of preparation in studying with text-books is a 
Preliminary great hindrance. A student desiring to Study, say. Mechanics, 
Education selects a book on the Steam Engine and reads. He soon feels 
Required. there is something which he must learn before he can under- 
stand what he is reading. Glancing through the book he sees 

Pa F 
H. P. = o^TTr^TS . 3,sks someone what it means, and is dis- 
co, UuU 
heartened by being told that it is "Algebra." This is some- 
thing he does not understand, and he lays the book aside 
with the conviction that it is too deep for him. This is an 
example of what befalls him in every branch of his reading. 
In all text-books it is taken for granted that the reader has 
some preparatory education, and if he has not he cannot read 
understandingly. 



32 



THE CORRESPONDENCE SCHOOL OF 



Provides an 
Order of 
Study. 



Courses Be 
gin at t h I 
Bottom. 



Aided by In- 
structor. 



Another great fault of the system of self-education with 
text-books is that the learner is "a blind leader of the blind." 
Text-books are countless in number, and many contain matter 
which is of little use, and unless the student has the assist- 
ance of some experienced person to point out what it is advis- 
able to read, and what may be left alone, he will do much 
unnecessary reading and lose valuable time. By our method 
the student commences with addition, and in order learns the 
various parts of arithmetic ; then takes up the next subject 
and passes through it in the same way, and so on until he 
thoroughly learns all the subjects in his course. He is not 
passed in a principle or subject until he understands it, so 
that when he commences the study of .any subject of his 
course he has mastered all the simpler ones preceding it. 

He wastes no time, because he is carefully guided in all his 
work, and he makes rapid progress because he has the aid of 
the best Instructors. 



A GREAT OPPORTUNITY FOR WORKINGMEN. 



Desireforlni- 
provenient. 



Wliy ^Vorli- 
ingmen Are 
Left Beliind. 



A d V a n tages 
of E d u c a - 
tion. 



Hypothesis. 



Few are satisfied with what they have in life ; the large 
majority are reaching out for something better. This desire 
for improvement is the incentive to education and invention ; 
it influences the ablest scientist and the humblest workman ; 
transforms night into day, swamps into cities, and deserts 
into gardens. To it we owe the advancement of the human 
race. 

In the race of life the man who earns his bread by work 
with his hands is generally the one left behind. Such a man, 
endowed with the same brain power as others, wonders at 
times why he is not more fortunate. The problem is easily 
solved. Compelled to leave school at an early age, hard labor 
is his only resource. 

He would have made a better place for himself had he 
received a better education with which to begin. Because of 
this want of education he is compelled to work under the 
supervision of others. 

Two men working side by side each do a certain stint, the 
one with much less exertion than the other. One knows the 
theory of mechanical forces and applies tliese forces to assist 
him. The man who has the most knowledge, and not the man 
who puts forth the most strength, is the most profitable work- 
ingman. For example, an artisan may understand the use of 
a piece of timber, but be unable to calculate the dimensions 
required for stability and safety. The latter qualification 
requires a knowledge of laws not learned in the ordinary 
routine of a man's daily toil. 

Most workingmen confuse the word tJteory with hypothesis. 
A statement advanced, but not proven, is an hypothesis. A 
statement of something which has been proven by the 
experience of men is a theory. 



SHEET METAL PATTERN DRAFTING. 



33 



Theory. 



Demand f o r 
E d XI c a t e d 
Labor. 



To S e e u r 
Promotion 
Study. 



"Workingmen 
Desire Edu- 
cation. 

Their Re- 
quirements 
f o r Study 
rully Met. 



D 1 f f i c ulties 
Overcome. 



Every Home 
a S e li o o 1 - 
house. 



Theoretical education (or a knowledge of the experience of 
those who have preceded him in his trade or occupation) is 
necessary to the ambitious workman who, not content to 
remain at the foot of the ladder, desires to climb its rounds and 
secure promotion. Its great value is admitted in all industries, 
and those who are without it are placed at a disadvantage in 
the struggle for success. Experience is absolutely necessary 
to make one expert in any trade or profession, but unless it is 
supplemented by technical (or theoretical) education, it will 
not qualify a person to gain the front rank. 

The fact that the demand for skilled and intelligent labor is 
greater than the supply is proof that workingmen need educa- 
tion in the theory of their work, to enable them to better per- 
form their duties and secure higher positions. 

"The best way to secure promotion is to increase in effi- 
ciency, to prove one's self larger than the position he occu- 
pies." It is the duty of all men to take advantage of every 
honorable opportunity to improve their financial and social 
positions and the conditions of themselves and families. 
Workingmen who make such efforts to advance are seldom 
discharged, are the last to be laid off when work is slack, and 
are the first to win promotion. 

Most workingmen feel their need of education, and by their 
hearty response to every effort to assist them, show how much 
they want to get it, but the means heretofore provided have 
not been adapted to their conditions. 

To study successfully, the workingman must be able to take 
up his studies whenever it suits his convenience, and lay them 
down whenever he finds it necessary. If he has a half hour 
of leisure during the day he must be able to take advantage 
of it. He cannot afford to lose, in dressing or in a long ride 
or walk, the hour succeeding his supper, when he is in the 
best condition to do good work. 

But few men, until they have tried it, realize what a vast 
amount of work can be done in the hour from 7 to 8 p. m., 
which is so commonly wasted in getting ready to go out. 

After he has devoted an hour or two to hard study, the 
workingman should be at home when he finishes, so that he 
can go to bed, without further fatigue or loss of time or expo- 
sure, and secure a good night's rest. 

Text-books upon all subjects have served an important pur- 
pose in the cause of education. Night schools have aided 
many to convert their spare moments into knowledge and 
ultimately into success, but neither of these methods of stiidy 
nearly fills the educational requirements of workingmen as 
well as correspondence instruction. 

The correspondence method, calling to its aid the fleet mes- 
sengers of the postal service, fully meets the peculiar condi- 
tions w'hich surround workingmen. Technical education, 
under the direction of the most competent instructors, is now 
within the reach of all. Every workingman may make of his 



34 THE CORRESPONDENCE SCHOOL OF 



home a schoolhouse, where he can study during his leisure 
hours and prepare himself for a higher position in life. Every 
workingman can now qualify for the most responsible duties 
connected with his trade. 

In the opinion of an eminent educator, our School "is the 
most original agency for technical education ever devised, and 
portends a time when we will not set off a few of the most for- 
tunate for education, but educate all up to the limits required 
in the application of the skilled arts." Educational opportuni- 
ties hitherto unattainable are placed by our method within the 
reach of all ambitious men, and thousands of workingmen in 
all parts of the world, representing over two hundred occupa- 
tions, are taking advantage of these opportunities. 

THE BEST METHOD FOR BUSY PEOPLE AND 

THOSE WHO CANNOT SPARE TIME 

FROM WORK. 

S p a 1' e Mo- Workers and busy people can obtain a knowledge of the 

ments May theory of their trades by this method. Some, however, 

l>e Utilized, hesitate to enroll because they think they have no time to 

study. To such we say, "There is no business which will not 

permit a man to give a little time every day to study." 

Notable In- Longfellow wrote his translation of "The Inferno" by 
stances of working in snatches of ten minutes a day while waiting for his 
E d 11 e at i on coffee to boil. He persisted for years until the work was done. 
Obtained Humboldt had so little time for study that he read in the night 
in Time or early morning while others were asleep. One of the most 
Usually noted mathematicians in the United States acquired his educa- 
^Vasted. tion by devoting one hour a day to study. Millard Fillmore 

never saw a grammar or a geography until he was twenty years 
of age, yet he became President of the United States. Lincoln, 
while working at surveying studied law, and while clerking in 
a general store learned the English branches. Robert Collyer 
laid the foundation for his education while working at a black- 
smith's forge. Watt learned chemistry and mathematics while 
working at his trade as an instrument maker, and George 
Stephenson learned arithmetic while running an engine night 
shifts. He educated himself, and did much of his best work 
during his spare moments. 

Opportuni- Some men have opportunities for study while at work. They 

tiesforStudy should take advantage of such opportunities and plan to get 

AV li 1 1 e at them. Sitting for hours, gazing vacantly at machinery which 

Work. is doing its work, does not constitute the best service. That 

man is rendering his employer the best service who, while 

doing his daily work as he ought, is fitting himself for service 

of a higher order. The workman who reads and studies most 

is the most competent, draws the highest pay, and is entitled 

to and receives the most respect. 

Value of an But no matter how employed or what may be the rules of 

Hour. employers regarding idle time while on duty, workingmen 

should remember it has been the men and women who have 



SHEET METAL PATTERN DRAFTING. 



35 



Those in 
Authority 
Should 
Know the 
"AVhys and 
^' h e r e - 



They Can Ed- 
ucate Them- 
selves In Our 
Schools. 



If They Will 
Study, Their 
Success is 
Assured. 



Names of Stu- 
dents Not 
Published 
"Without 
Permission. 



been most crowded with work who have done the greatest 
things in Hfe, and that waste of time for those wliose only hope 
of advancement Hes in education means loss of opportunity and 
loss of hope. The man is yet unborn who rightly measures and 
fully realizes the value of an hour. 

EMPLOYERS, SUPERINTENDENTS, AND FORE- 
MEN CAN MAKE UP DEFICIENCIES 
IN EDUCATION. 

Every emploj^er and every one in a position of authority 
should know all the details of the business, and should learn 
the "reasons why" of the duties performed by every em- 
ploye, so that he can intelligently direct each and show that 
thorough knowledge of the subject which commands respect. 
If the plant is extensive, there are probably many trades 
represented, and the uneducated superintendent who is master 
of one, when dealing with those of which he is ignorant, must 
hire foremen who are expert in them, to whose superior 
knowledge he is compelled to defer — a harmful and humilia- 
ting necessity. 

A superintendent can learn in The International Correspond- 
ence Schools the reason for everything going on in the shops 
under his care. He can thoroughly educate himself in the 
theory of liis business and do liis work with little worry to 
himself and with satisfaction to his employer. 

The foreman should make himself as efficient as possible, for 
if he does not know as much or more than the best-informed 
man among his subordinates, he occupies an unenviable posi- 
tion. The man who knows more than the boss is too valuable 
to discharge, and his superior knowledge is alwaj's unpleas- 
antly putting itself in evidence. The foreman must lead in 
all things, but especially in theoretical knowledge. If he 
cannot read drawings understanding! y, he is unable to detect 
errors or to properly direct work to be made from them. 

The man who can successfully handle a gang of men so as 
to do satisfactory and economical work is bright and capable. 
He has the stuff in him for better things ; and it only requires 
well-guided and persistent study to bring it out. He can 
learn if he will study, and his studies need not interfere with 
his work. 

The correspondence system is preferred by many because 
they are diffident about exposing their ignorance, as is neces- 
sary in a classroom. Many men who could not or would not 
study when young now occupy positions of responsibility, and 
are supposed by their employers and associates to have more 
theoretical knowledge than they possess. 

The student of The International Correspondence Schools 
does not come in contact with other students, and his studies 
are privately and confidentialbi conducted. We do not publish 
a list of our students, nor do we publish their names and 
addresses, unless tliey voluntarily give us testimonials. 



36 



THE CORRESPONDENCE SCHOOL OF 



A HELP TO PROFESSIONAL MEN. 

All Impor- It is a common expression with professional men, "Oh, I 
taut Data have got all the authorities on the subject in my bookcase. 
Epitomized, and can look up the information at any time." Precisely so ; 
the information is in the bookcase, and it remains there, too ! 
Then, when a question arises, "all the authorities" are taken 
down and dusted, and an hour or two devoted to seeing what 
the authorities have to say, and other hours are wasted in 
vain endeavor to decide which authority to act on. It is here 
the great value of our work comes in. We dust the books 
and jconsult all the authorities, so to speak. We epitomize 
the most important data of the various engineering pro- 
fessions, and pi-esent it in clear and concise language to our 
students. 

Successful The most successful professional men are the hardest stu- 
Men Hard dents. No man can afford to stop studying when he leaves 
Students. college. When he commences the practice of his profession 

he finds that he needs to know thoroughly many things which 
he studied indifferently, and soon forgot, as well as many 
other things which he did not study at all. To be successful 
he must study. 

There is no safe stopping place ; the world continually 
moves forward, and a man must either keep up with the pro- 
cession or fall behind. The intense fact of human life is 
change — movement ; a man must move, and unless he moves 
forward he will move backward. Study is the only sure pro- 
tection against mental rust and retrogression. 

It is the common experience of the young engineer to find 
himself out of employment. The new enterprise falls through ; 
financial stringency compels a suspension of work ; the corpor- 
ation reorganizes, and the engineering force is succeeded by 
new appointments ; the work is completed, etc. ; these are a 
few of many causes which may thi'ow him out of employ- 
ment. 
Idle Time But whatever the cause of his enforced idleness, the question 
May be im- arises, what is to be done— what is the best thing to do ? The 
proved. thing which he usually does first is to look for another posi- 

tion. If he is not immediately successful, the next best thing 
to do is to improve his "idle" time. No time should be 
wasted. Every day and moment of life should in some way be 
made to return value. Many an engineer whose professional 
life has been a series of well-earned triumphs can look back 
upon unemployed periods, which he was wise enough to take 
advantage of for needed study, as having greatly contributed 
to his success. 

Engineers Both engineers in general practice and those practicing 

Can Take specialties are the better equipped to make reputation and 

Up Other money, the more they know of all the different branches of 

Branches. engineering, as they are closely allied and frequently enter 

into the same undertaking. If an engineer, therefore, is 

thoroughly up in the branch he is practicing, he should 

occupy his leisure time in studying other branches. 



SHEET METAL PATTERN DRAFTING. 



37 



For instance, it often happens that an engineer, following a 
general practice, finds that a knowledge of bridge designing 
would be very valuable to him. He is called upon to submit 
the design for a structure or to decide upon the merits of sev- 
eral designs. Instruction in all the principal engineering 
specialties can be obtained in The International Correspond- 
ence Schools. 



Does Not In- 
terfere TTith 
Professional 
Engage- 
ments. 



Texts Are 
Prepared by 
the Ablest 
Specialists. 



The student in these Schools pursues his studies without 
sacrificing any of his working hours. The lesson is studied at 
the time most convenient to him, and he can carry it with 
him, so as to make good use of every idle moment. 

There are no vacations. Students receive instruction during 
the entire year. 

If anything occurs to make the student interrupt his studies 
for any length of time, he is allowed the privilege of stopping, 
and at some future time when he finds it convenient to start 
at the point he left off, he can do so. 

He studies at home, is a class by himself, and is carefully 
guided by competent teachers. The text-books used are pre- 
pared expressly for the School by the ablest specialists, and 
contain only what is necessary. Students must do thorough 
work and are expected to ask questions, on blanks sent them, 
whenever they feel the need of help. Everything is taught 
from the beginning, and nothing is taken for granted. No 
extra charge is made, no matter how long it takes the 
student to finish. Every student is sent, when he enrolls, a 
complete set of Bound Volumes of all the Instruction Papers, 
Question Papers and Drawing Plates used in the Course, 
together with the Tables belonging thereto, and an abstract of 
all the formulas used in the Course, conveniently arranged 
for reference, all fully indexed and bound in half leather. 



APPRENTICES CAN OBTAIN EDUCATIONS. 

Difflcnlty of Young men commencing in life labor under great and seri- 
Getting a ous disadvantages. The lack of education in special lines 
Start in Life, prevents them from making the most of their ability. Their 
services command little compensation, and their progress is 
slow. 
Life too Short This is especially true of those who enter the mechanical 
to Learn trades. The graduate of the technical school soon outstrips 
EverytWng the man lacking such education, notwithstanding the latter 
by Experi- may have the start of many years of practical experience. 
^^'i*^®' How to obtain this education is the question which con- 

fronts young men. The great mass cannot afford to stop work 
How to Get or leave home to study. For this class, correspondence 
the Desired instruction solves the problem. It affords men an opportunity 
Education. to acquire the same purely technical education as offered by 
our colleges and universities. While maintaining himself, 
and without leaving home, any young man can qualify him- 
self for positions of trust and responsibility. All that is ne- 
cessary is that he should make the most of his spare time. 



38 



THE CORRESPONDENCE SCHOOL OF 



Course for 
A p p r entice 
Maclilnists. 

Courses f o i* 
Apprentices 
to Electrical 
Trades. 

Courses f o r 
Apprentice 
Steam En- 
gineers, Sur- 
V e y o r s , 
PI umbers, 
Miners, Etc. 



Promo tlons 
Usually 
Come to Ed- 
ucated Men. 



The young man employed in a machine shop can acquire a 
theoretical knowledge of machine design, and through practi- 
cal application of what he has leai-ned, eventually become a 
mechanical engineer. 

If he is in the employ of an electric light, railway, power or 
supply manufacturing company, a Mechanical-Electrical, or 
Electrical Power and Lighting Course, will give him the 
theoretical knowledge which he must have to become a fore- 
man, superintendent, or manager. 

Courses in Steam Engineering, Plumbing, Heating and Ven- 
tilation, Civil and Mining Engineering and other branches, 
are designed for the needs of those employed in these lines or 
who think of entering them. A thorough and practical 
knowledge of any one of these subjects will prove extremely 
valua-ble to its possessor. The Mechanical and Architectural 
Drawing Courses offer special possibilities. Many young men 
through taking the one or other have secured positions with 
mechanical engineers, large iron and steel and other manufac- 
turing companies, in architects' offices, with contractors, 
builders, etc. 

The young man who possesses a thorough knowledge of the 
theory of any trade or profession has acquired the foundation 
for a successful career. It will enable him to perform his 
duties easier, and with greater satisfaction to himself and his 
employer. His services will become more valuable, and pro- 
motion and better pay will follow. Well-directed efforts 
count. 



AN OPEN DOOR TO YOUNG MEN. 



Many Young The great majority of young men just leaving grammar and 
MenUnfltted high schools are obliged to commence work at once for a living. 
fortiieBattle Not possessing the means to continue their educations at tech- 
of Life. nical and other schools, and so fit themselves for some particu- 

lar calling, they turn their attention to the business opportuni- 
ties that first offer. The engineering professions appeal to but 
few, for the majority think if they enter these fields, they 
can never become more than journeymen or subordinates. 
Accordingly, clerkships in stores and offices are accepted, and 
as clei'ks in stores and offices most of them continue to the 
end of their days. Thousands through this unfortunate error 
waste their lives, who, had they entered the mechanical 
trades and engineering professions, might have advanced to 
important positions. 
Teehnical The young men of this country need to be awakened to the 
Education value of technical education. Great inventions and the suc- 
tlie Demand cessful completion of vast engineering projects form the 
of tb.e Times, greater part of the permanent history of the last one hundred 
years, and for years to come the greatest triumphs of men will 
be the mastery of the forces of nature and their subjection to 
the service of the race. A natural question is, who will fill 
the responsible positions resulting from this development? 
They must be men of practical experience and technical 



SHEET METAL PATTERN DRAFTING. 



39 



Pi'ofltable 
Positions for 
Those Coni- 
p e t e n t to 
rill Them. 



How to Be- 
come a Me- 
c li a n i c a 1 , 
Electi'ical, 
Civil, Sani- 
tary or Min- 
IngEngineer 
or an Arclil- 
tect. 



Given t li e 
Benefit of 
Others' Ex- 
perience. 



We Can Edu- 
cate Your 
Sons. 



education. The answer is, they will be the men who now 
grasp ever}' opportunity for knowledge, and educate them- 
selves. Every young man who aspires to a home of his own, 
or to the respect and conlidence of his employers, or the 
community in which he lives, must, in these times, obtain 
an education. 

In every engineering profession there is plenty of room at 
the top, and any young man, with fair natural ability, and a 
capacity for application to study and work, may hope to attain 
eminence in it. There is no path to human achievement that 
is barred from the labor and brain of young men. 

A young man without means can learn the engineering pro- 
fession of his choice by becoming an apprentice connected 
with it, or by entering the drawing-room of an engineering 
establishment. He can get his technical education from us 
by the correspondence method, and at the same time main- 
tain himself. This is the best way to learn a profession, 
because the young man who learns a trade and also a profes- 
sion is doubly equipped and is bound to succeed. 

He can enter a machine shop as an apprentice, and by study- 
ing mechanics and mechanical drawing at home, qualify 
himself as a mechanical engineer. 

He can secure employment with an electric light, railway or 
power, or supply manufacturing company, and through a cor- 
respondence course in electricity fit himself for the position 
of foreman, superintendent, or manager. 

He can engage as chainman on an engineering corps, and 
while performing subordinate duties, study to be a civil or 
mining engineer. 

He can learn the carpentering or bricklaying trade, and by 
taking a course in architecture and architectural drawing, 
become an architect, contractor, or builder. 

Other Courses present like opportunities. They are all 
designed to meet the needs of men who cannot leave home to 
study, and have only their spare time to devote to it. All that 
they must know is taught them, and each subject is so pre- 
sented that they can grasp it. They are given the benefit of 
the experience of others, with competent Instructors to direct 
their efforts. A knowledge of the theory of any trade or pro- 
fession is the foundation for a successfulcareer.' This founda- 
tion can be obtained through correspondence instruction. 

A Course in The International Correspondence Schools is, 
therefore, an "open door " through which the needy but indus- 
trious young man can enter the path to success and make for 
himself a useful and eminent career. 

To those engineers, superintendents, foremen and others 
who have sons whose associations are such as to give them 
some familiarity with engineering subjects. The International 
Correspondence Schools are recommended as worthy of inves- 
tigation and patronage. A Course in these Schools will enable 
a young man to efficiently fill responsible positions years 
before those who have not had such instruction. 



40 THE CORRESPONDENCE SCHOOL OF 



Such men can recollect the difficulty they themselves expe- 
rienced in mastering the "reason whj' " of their work, and 
they must see the great good which their boys will gain by 
being thoroughly educated in the theory of their vocations. 

The instruction we give teaches young men the necessity of 
study as the opening wedge to advancement, and qualifies 
them to intelligently read technical books and papers. 

To those who go through a Course and pass the final exam- 
ination. Diplomas or Certificates of Proficiency are given. 

AN OPPORTUNITY FOR WOMEN. 

Courses In Any womangifted with artistic taste (what woman is not?), 
Drawingand and who is desirous of becoming self-supporting, can qualify 
Designing. herself for pleasant and profitable work in an architectural or 
mechanical drafting-room by taking an Architectural Draw- 
ing and Designing or a Mechanical Drawing Scholarship. 

In the best class of architects' offices there is a growing 
demand for women as desigirers of interior decorations, and 
numbers of women are already occupying such positions. 
Making tracings of either mechanical or architectural draw- 
ings is particularly agreeable work for women, and is not 
difficult to learn. 

Business " Or a woman can take a Course in The Correspondence School 
Courses, of Bookkeeping and Stenography, and qualify herself for a 
business position. 

Profession of Or a woman can take a Course in The Correspondence 
Chemistry. School of Chemistry, and fit herself for a position as a chemist. 
Because of their innate honesty, their superior patience, del- 
icacy of touch, and fine sensibilities, women are particularly 
well adapted for the work of chemistry. Women are strongly 
advised to consider the possibilities which the profession of 
chemistry offers to their sex. 

FOR THOSE OF LIMITED EDUCATION. 

No man should hold back from enrolling because he is a 
poor writer or speller. Unless he tries to inform himself he 
will always remain ignorant, and there is no better way of 
learning to write and spell than to undertake a Course of 
correspondence instruction. 

We advei'tise a thorough plan of education, and nothing can 
be thorough which does not begin at the beginning. 

"WeCanTeach We guarantee to teach every person who enrolls, provided 
Any Man he will comply with one condition — viz., he must study. If 
Who Will he will study he can learn. We take a great deal of pains 
Study. with backward students. Thej'^ cannot exhaust our patience, 

and our best friends and strongest endorsers are those stu- 
dents with whom we have had the greatest trouble. Men 
have been taught arithmetic who could not do the simplest 
problem in addition when they joined the School. 



SHEET METAL I'ATTERN DRAFTING. 41 



The Dull stu- Some students can do their work more quickly than others, 

dent Event- because of natural ability, previous education, or more time 

ually Com- for study. Suppose two men join on tiie same day. One is 

pletes tlio brighter than the other, and is able to write out his answers to 

Same Studies the questions in one of the Question Papers in, say, three 

as the Bright days, while the other man takes, perhaps, a week. Now, if 

One. one student had to wait on another, the brighter student 

would be delayed in this case, but as every student is a class 

in himself, each is advanced in the Course as fast as his ability 

will carry him, independently of others. But even if the dull 

student does progress more slowly, it is only a question of 

time until he completes the same studies. 

Testimonials. The following are samples of hundreds of testimonials in our 
possession : 

" I practically knew nothing of arithmetic when I started; 
now anything ordinary is not difficult for me." 

"When I first became a student I was ignorant of arith- 
metic, but I would not take five times the amount of the 
Course for what I know about it now." 

"When I enrolled, all that I could do was simple addition. 
I could not do subtraction at all. I am doing a lot better than I 
thought I would have done." 

" For any one who, like myself, had no early education, it is 
one of the best investments to make. The cost is nothing 
compared to the benefits received in return." 

"I was sent to work when I was twelve years of age, and 
consequently suffered in my education, but thanks to The 
International Correspondence Schools, I am making up for 
what I lost." 

"My Course with you is just like having some one by my 
side, the instructions are so easily understood. Branches that 
I thought I would never be able to understand, I have easily 
mastered." 

"It seemed at first almost impossible for me to make any 
headway, but now, thanks to your kind words of encourage- 
ment and admirable method of teaching, I find that whatever 
lessons you send me are overcome by a little patience." 

"I cannot but be very well satisfied with mj^ progress, 
thanks to your special trouble in regard to me. To those 
intending to follow any of the Courses of your Institution I 
will most gladly testify to the value of your teaching." 

" It is a thing I have been looking for for some time, having 
been put to work when I was quite young, and, like many 
others, deprived of early education. My only regret is that I 
did not hear of the School sooner than I did." 

" I took a Scholarship in the English Branches about a year 
ago, and although I have t)nly used my spare moments for 
study, the education I have already received through your 
correspondence method is certainly worth ten times the price 
I paid for my Scholarship." 



THE CORKESPONDENCE SCHOOL OF 



Students En- Our Instructors know that most of those who are enrolled 
c o VI r a g e d with us begin their studies at the close of a day's weary toil, 
andAssisted. while the many cares and anxieties of their daily lives are 
crowding close upon them, and they know, too, if the work 
which students send in for examination and criticism could 
but speak, what stories it might tell of hours of patient toil 
by the light of the midnight lamp. Knowing these things,' 
they throw out many valuable hints adapted to the individual 
needs of the student, as brought out by his abilities and 
defects, as shown in his work. All efforts are appreciated, 
every improvement noted, and the learner encouraged in every 
way. Tlie student has a conscientious and sympathetic friend 
to lead him on, and need not fear to trouble the Instructors. It 
is their duty to render all possible assistance. 

The student is taught not by text-books, but by Instruction 
Papers specially prepared by our own Instructors, and pur- 
posely written in the plainest, most concise manner possible. 
All unnecessary iBatter is omitted. The Instruction Papers 
are liberally illustrated by our own draftsmen, and in every 
way special pains are taken with dull students. 

Taught Until We enter into an agreement with each student to keep 

Qualified to teaching him until he is qualified to pass the final examina- 

P a s s til e tion and receive his Diploma or Certificate of Proficiency, no 

Final Exam- matter how long it may take, nor how often it may be neces- 

Inatiou. sary to review. 



SUITED TO MEN OF MATURE YEARS. 



No One Too A word to those who think they are too old to learn. It is a 
Old. fact that a boy's brain does not attain its maximum size until 

he is about sixteen years of age, and that it does not mature 
until he is twenty-five. His physical powers do not mature 
until he is about thirty-five, and eminent authorities believe 
that a man does not attain his intellectual prime until he is 
Mental Pow- forty-nine or fifty years of age, and that the best years of his 
er Improves life for study or work are after he lias passed his fiftieth birth- 
'Witli Age. day. Plutarch, the greatest of ancient historians and biograph- 
ers, did not commence the Latin language until he was almost 
eighty years old ; and Cato was eighty before he took up the 
Greek language. Isaac Walton wrote some of his best works 
after he was eighty-five. Hobbes, at eighty-seven years of age, 
translated the " Iliad." 

Conspicuous Bishop John H. Vincent, founder of the Chautauqua move- 
Examples, ment, has long claimed that the best time for a man to study 
is from thirty to sixty, and the careers of Gladstone, Bismarck, 
David Dudley Field, Senators Edmunds and Sherman, and a 
host of others, prove that the period of highest usefulness may 
not be reached until a man has passed his seventieth or his 
eightieth birthday. With the inspiration of such examples as 
these, how foolish it is for a man less than fifty years of age to 
think he is too old to study. 



SHEET METAL TATTERX DRAFTING. 



43 



AverageAges The average age of our students is almost twenty-seven. 

of Our stu- Nearly a third are over thirty, several hundred are over forty, 

dents. and a number are over sixty years of age. It will thus be seen 

that age has nothing to do with it. It is merely a question of 

determination to make something of one's self. 

Tlie Kipened The best time to learn the A-B-C's and such simple things 

Intellect as require less the exercise of the reasoning faculties than child- 

QuleklyC'om- like faith in what we are told, is when we are young, because 

prebends- then there is nothing else we can do. However, a man of forty 

years can learn to read as easily and as quickly as a child of 

five. At his time of life his intellect is riper and his mind in 

better condition to study larger things. But it is in condition 

to study anything, and it is only necessary that he form habits 

of application "and logical thought to successfully study any 

scientific, technical, or other subject. 

Importance We wish to place especial emphaais upon the formation of 
of tlie Habit the habit of logical thought — the ability to investigate, to 
of Study. reason, to deduce conclusions — in short, the habit of study. 

This is the most valuable thing which a man gets in college ; 
it is worth infinitely more to him than all the rules and for- 
mulas which he commits to memory. There is no sufficient 
reason why this habit of study may not be cultivated outside 
of college and at any time of life. A man should have the 
benefit of judicious guidance in the selection and arrangement 
of his studies and be assisted over such difficulties as he may 
encounter. With such assistance — or, indeed without it — an 
intelligent man can take up any study, at any time of life, 
and successfully learn what any man has learned. 



A METHOD OF INSTRUCTION ESPECIALLY 

ADAPTED TO THE NEEDS OF THOSE 

LIVING IN ISOLATED LOCALITIES. 



Especially The correspondence method of instruction meets the require- 

Snited to the ments of farmers and their families, farm hands, young men 

Farmer, and others in small villages having few educational advantages, 

Lumber- planters, lumbermen, stock raisers, herders and drovers, 

man, Light- miners, lighthouse keepers, soldiers, sailors and marines, 

house Keep- postmasters, express agents and others who desire to educate 

er. Soldier, themselves, but, by reason of the isolated localities in which 

Sailor, Etc. they live or the nature of the business in which they are 
engaged, are prevented from attending school. 

Students engaged in these lines of business are studying suc- 
cessfully by our correspondence system. Each student par- 
ticipates equally in the benefits of the Schools, no matter how 
much he is isolated from the others. 

The question is sometimes asked, "How can a man learn 
• without seeing his teacher ? " He does not require to see his 
teacher, for the teacher writes to him, if necessary every day, 



44 



THE CORRESPONDENCE SCHOOL OF 



giving detailed information by letter in full explanation of 
every difficulty he meets with in his lessons, and he learns 
from these and from his Instruction and Question Papers as 
well as if the teacher were present. 

There is no fixed time for the sending of each set of papers 
by mail, but each student receives another installment of 
work when he has proven himself proficient in the one he has 
in hand, and the speed with which he gets through his Course 
depends upon his application to the work. 

Proof That That our Schools fully meet the wants of those living in 

We Can Sue- isolated localities is proven by our large enrollment which 

c e s s f 11 1 1 y represents all parts of the civilized world. We have students 

Teacli Tliose in the mining camps of Alaska and the far West, in distant 

Living at a military posts, in the life saving stations of the seacoast and 

Great Dis- the great lakes and other equally remote sections of the United 

tance. States. 

Students in The Schools have many students in foreign lands. In South 
All Parts of America, Europe, Asia, Africa, Australia, Tasmania, and New 
the 'World. Zealand; wherever the mails go. The International Corre- 
spondence Schools are furnishing instruction to many who 
live in such isolated localities that they could not educate 
themselves in any other way. See page 18. 

Students in A student, whose home is about ten thousand miles from 
Far Away Scranton, writes, " Your methods are thorough and are con- 
Mining ducive to pleasure as well as knowledge. It is a great advan- 
Camps Rep- tage to be able to correspond on subjects in which one is 
resented. desirous of improving." Another writes from a South African 

mining camp, " I feel that you have an interest in each of your 
students and cannot speak too highly of your method of instruc- 
tion by mail." 

Many stu- Many students of the Schools in the United States Navy are 
dents in the studying as successfully on shipboard as if they were ashore. 
U. S. Navy. Although the men-of-war to which they are attached are sent 
to all parts of the world, the postal service, through the United 
States Consulates, enables them to keep in touch with the 
Instructor, and they receive the same careful attention as their 
fellow students on land. 



KEYS TO QUESTION PAPERS. 



Special To aid students who live at such great distances from Scran- 

Helps, ton that the time occupied in sending for and receiving special 
instruction is unreasonably long, and those whose time, for 
various reasons, is too limited to enable them to devote more 
than a few hours each week to study, and others who, for vari- 
ous reasons, would otherwise make slow progress, we have 
prepared Keys to the Question Papers in all the subjects we 
teach. 



SHEET METAL PATTERN DRAFTING. 



45 



The Keys are not intended to be used except by those who 
find it difficult to work without them, but if employed judic- 
iously they can be made to save both time and labor without 
injury to the student. 

How to Use The correct way to use Keys is to refer to them only when 
the Keys. you feel you cannot master the problems in hand without con- 

suming too much time. Even then they should, except in 
rare cases, be used only to enable you to grasp the principles 
underlying the problems. They are merely intended for ser- 
vice in those emergencies when the student feels that he must 
have help on some particular points, and does not wish to 
wait until he can write to and receive a letter from us regard- 
ing them. 

Every Stu- The set of Bound Volumes furnished to the student when he 

dent Re- enrolls contains a separate book of Keys, in which are given 

c e 1 V e s a solutions of all the problems in the Question Papers. Our 

Complete experience has demonstrated that the great majority of persons 

Set of Keys who enroll with us are really anxious to educate themselves, 

Free of and can, therefore, be trusted to use such Keys wisely. 
Charge. 

REQUIREMENTS FOR ADMISSION. 

No Prepara- To enroll, it is not necessary that the students have any pre- 

tlon Needed vious knowledge of arithmetic or of any of the subjects in the 

Except Abil- different Courses, as v:e teach everything from the beciinnmg. 

Ity to Read This is one reason of the success of the Schools. Our Instruc- 

and Write. tion Papers are thorough because they bring all subjects up to 

date, and give the best ideas of the ablest writers. Unlike 

text- books, they are also thorough because they lake up every 

subject from the beginning. Thorough in both ivays. 

The qualifications necessary to become a student are few. 
To enable any person to enter the School it is only necessary 
that he be able to read and write in the English language. 
With this preparation we can teach arithmetic or drawing, 
and afterward, in order, algebra, geometry, and trigonometry, 
and the more advanced subjects. 



Application 
Form. 



RULES FOR ENROLLING. 

Every student on enrolling must sign an application form 
which will be supplied to liim. In this application he binds 
himself not to permit any person not a holder of a similar 
Scholarship to studv from the Instruction and Question Papers, 
Keys, or Drawing Plates furnished by the Schools, without per- 
mission from the Manager, under penalty of forfeiture of the 
privileges of the Schools. 

. We do not object to students showing Instruction or Ques- 
tion Papers, either for the purpose of obtaining assistance from 



46 



THE CORRESPONDENCE SCHOOL OF 



others, or giving information regarding our method of instruc- 
tion. 

How to En- To enroll, it is only necessary to fill out the application form 
roll. and send it to us with the full price of the Scholarship, if you 

desire to pay in advance, or the first payment if you prefer 
to pay in installments, and immediately upon receipt of the 
application properly filled out, accompanied by the money, 
you will be enrolled as a student and your first work forwarded 
to you. 

Persons May Students may enroll at any time ; the only qualification 
Join at Any required is ability to read and write, and the only thing necea- 
Time. sary to succeed is study. All the subjects we advertise to 

teach are taught by us with great success. 

No reduction in the price of Scholarships is made because 
the person wishing to enroll is already well informed in one or 
more of the subjects of the Course in which he desires to 
enroll. 



•Certificate 
of Scholar- 
slilp Is an 
Agre e m e n t 
to Give In- 
struction 
Until Stu- 
dent Is Pro- 
ficient. 



Why Yon 
Should En- 
roll Imme- 
diately. 



We issue to every person who purchases a Scholarship in 
The International Correspondence Schools, as soon as ive 
receive full payment, a Scholarship Certificate similar to that 
shown in the accompanying full-page illustration. These Cer- 
tificates are agreements to give instruction to the student until 
he is proficient in the branches included in his Scholarship 
and has received his Diploma, no matter how long it may 
take. He can study when and where he pleases, so that if it 
is not convenient for him to do the work this year, he can 
do it next year or the year after. He is thus protected from 
loss through demands upon his time unforeseen at the time of 
his enrollment. 

If you are thinking of learning to draw or of studying the 
theory of your trade, or of preparing yourself to engage in 
some of the trades or professions the theory of which we 
teach, do not put the matter off. Enroll without delay. If 
you postpone for six months commencing to study, it will be 
just that much longer before you will profit by your education. 
If you do not make a decision now, you may not do so at all. 
Procrastination may result in great loss to you, because in this 
countr}', in this age of invention, industrial progress, and rapid 
increase of wealth, every man blessed with good health and a 
fair technical education can safely calculate upon achieving 
success. 



Scholarshi p s 
T r a n s f e r 
able. 



We do not cancel Scholarships or refund money paid for 
them. 

It is understood that if at any time a student desires to stop study- 
ing he has the right to sell his Scholarship or give it to some other 
jicrxnii, 1111(1 that it is transferable. The charge for transferring 
Si-lioldisjiijix is §1.00, and the charge to the person receiving the 
Sduilitrship, for instruction in the subjects in ivliich the student has 
rrc(ir,<l iiixlriic/lnn, ilni'x not exceed §2.50 pir snhject, except tvhere 
tlir iireriKjf prici' (ftlir snltjects, as found by iliiiding the jmce of the 
ScJioIarship by the number of subjects included tlierein, is greater 
than §2.50. 



SHEET INIETAL PATTERN DRAFTING. 




48 



THE CORRESPONDENCE SCHOOL OF 



ORDER OF WORK. 



Drawing May Students have the option of taking Drawing in connection 

be Taken in with their other studies, but are required to talie the remaining 
Connection subjects of their Courses in the order given in the schedule of 
with Otlier studies in the Circular of Information. As it is to the student's 
studies. interest to take the subjects in this order, this rule will be 

strictly enforced. 



THE EXPENSES CONNECTED WITH A COURSE. 

An Education The cost of education in our Scliools is much less than 
"Within tlie that of similar instruction obtained elsewhere in the world. 
Reach of All. It is so small that even the most indigent can hope sometime 
to be in a position to study with us. 

To obtain a technical education in a regular school or college 
costs a sura which to the majority of people is a small fortune. 
It includes board for three or four years, and is so great that 
99 per cent, of those who would be benefited by technical 
education and who are anxious to get it, can never hope to 
command it for the purpose. 

Only Four In our Schools the expenses, other than the prices of the 
Items of Ex- Scholarships, are limited to the cost of paper on which to write 
penditure. the answers to the questions, the postage to send these answers 

to the Schools, and, in some of the Courses, a small amount of 

inexpensive instruments and apparatus. 



THE PRICES OF SCHOLARSHIPS. 

The Courses The Scholarships are cheap at ten times the price asked, but 

CheapatTen the prices are purposely made low because the classes whom 

Times the the Schools are intended to reach cannot pay more. The cost 

Price. of a Scholarship in The International Correspondence Schools 

is even less than the cost of the text-books which a student 

must have in pursuing the same studies in a regular technical 

school. 



Payment May 
be Made by 
Install- 
ments. 



For the convenience of those who wish to pay for the Scholar- 
ships in small amounts, we accept payment in monthly install- 
ments. 

Students in our Schools are not obliged to buy any books 
whatever. The Instruction Papers are complete text-books. 

Every pupil who buys a Scholarship is entitled to the full 
benefits of the School until proficiency is gained in the sub- 
jects undertaken, and he has passed the final examination and 
obtained a Diploma or Certificate of Proficiency, no mat- 
ter how long it may take him. 



J^mm>.mm^-^^/4/mJ. 




J^ 26^, /^p, 

Accompanying Instruction Paper on Elemental) Free-Hand Drawinu 



DRAWi. i PLATE. 

he Correspondence School of Sheet Metal Pattern Drafting. (Reduced.) 



SHEET METAL PATTERN DRAFTING. 49 



S t 11 d e n t s 



THE COST OF PAPER ON WHICH TO WRITE THE ANSWERS 
TO THE QUESTIONS. 

The student supplies himself with foolscap paper on which 
Must Use to do his work. As the price of the postage increases with the 
JJght Paper, weight of the paper, it is advantageous alike to him and to our- 
selves for him to use as light paper as possible. 

Pricesof T.S. The Technical Supply Company, Scranton, Pa., will furnish 
Co. Paper. good light linen paper, 13 x 8| inches, at the following rates : 

100 sheets by mail (postage paid) $0.45 

250 " " " * " " 1.15 

500 " " " " " 2.25 

100 " "express (purchaser to pay expressage) 0.30 

250 " " " " " " 0.80 

500 " " " " " " 1.50 

Students can order directly from them or through us, btU 
they are not- required to do so. If they buy elsewhere they 
are requested to buy light paper of good quality, as it makes 
a considerable difference in the postage. 

THE COST OF OUTFITS. 

Unless they already have similar instruments and apparatus, 
students in some of our chemical and mining courses require 
chemical outfits, and students in courses which include instruc- 
tion in drawing need a drawing outfit such as is described in 
our Circulars of Information. The prices of these outfits 
range from |5 up. The goods comprising them are of good 
quality, and the price given is lower than they can be bought 
for from retailers of such goods. 

May be Pur- Students are not required to purchase these goods of The 
chased Else- Technical Supply Company or through us. They can buy 
where. them where they see fit. But intending purchasers will find 

that both in price and quality The Technical Supply Company 

can do better than local dealers. 



THE POSTAGE TO SEND THE ANSWERS TO THE SCHOOL. 

The work of the students is sent to us in sealed envelopes 
(which we furnish) as "first-class mail matter," the rate for 
which is two cents for each ounce or fraction thereof, prepaid. 
It is a violation of the postal laws to send it as "third-class 
matter." 

Average Cost The postage bill of the average student is about one-tenth of 
for Postage, the price of his Scholarship. 

The School pays the postage on the Instruction and Ques- 
tion Papers, Drawing Plates and all other communications sent 
to the student, and furnishes him with envelopes and informa- 
' tion blanks free of charge. 



50 



THE CORRESPONDENCE SCHOOL OF 



DIPLOMAS AND CERTIFICATES OF PROFICIENCY 

What the Di- Diplomas and Certificates of Proficiency are issued to students 
plomas Are. completing all tlie subjects of the courses who pass the final 
examination. These Diplomas and Certificates are the legally 
authenticated declarations of the Instructors of the Schools 
that the holders thereof have successfully completed the study 
of the subjects named, and have satisfied them of their pro- 
ficiency therein. They do not carry with them degrees. 
How They are granted on final examination papers answered by 

Granted, the student after he iias completed his studies, before a witness 
appointed by the Principal, if he considers it necessary to 
appoint one. The student's answers to the final examination 
papers become the property of the Schools and will not be 
returned. 
High Stand- A high standard is maintained for the Diplomas and Ger- 
ard Main- tificates of Proficiency of The International Correspondence 
talned. Schools by only issuing them to those who have faithfully 

passed til rough the courses and proved by the final examina- 
tion that they are entitled to possess them. 
The Final Ex- We do not bind ourselves in our Scholarship Certificate to 
amlnatlon. give a Diploma or Certificate of Proficiency when the student 
has passed through all the subjects of a particular course of 
study, but we do bind ourselves to instruct until the student 
is qualified to receive the Diploma or Certificate. If a student 
after completing a course is f(jund, on final examination, not to 
understand the subjects well enough to qualify him to receive 
a Diploma or Certificate, he is required to review the whole 
course or the branches in which he is deficient, and he is kept 
reviewing until he satisfies the Instructors that he has a good 
knowledge of all the subjects in the course. 

Under no circumstances are they issued to undeserving per- 
sons ; so that to hold one is of itself evidence that the holder 
has been a faithful student and possesses the education. 
claimed. 



BOUND VOLUMES. 



students Can 
Obtain at 
Once C o m- 
plete Bound 
Sets of All 
Papers. 



Superior Ex- 
amples of the 
Printers' 
Art. 



Realizing the almost inestimable value which our Instruc- 
tion Papers, Question Papers, Drawing Plates, and Keys, possess 
to those who have studied them, and the importance of having 
them in such a shape that they can be referred to or reviewed 
at any time, we have made ai'rangements to have them 
revised, reprinted, and bound into volumes convenient to 
handle, and whicln can be used and preserved for a lifetime. 
These Volumes, all fully indexed and bound in half leather, 
and constituting a complete duplicate set of all the Papers sent 
to the student from the time he enrolls until he finishes his 
Course, are now sent to the student free of charge, as soon as 
he enrolls. 

Although the expense connected with the preparation of 
these Bound Volumes has been very great, we have allowed 
nothing to stand in the way of our turning out examples of 
text-book work that have never been excelled. In every way 



SHEET METAL PATTERN DRAFTING. 



51 



— illustrations, binding, paper, typography, printing, etc. — 
these bound volumes are unapproaclied. The type was 
selected with great care. The paper has a smooth finish, and 
is of that delightful cream color which is so easy on the eyes 
when reading by artificial light. 

The indexes are very full, so that the reader can find almost 
instantly any definition, rule, description, etc. that he wishes. 
Whenever it has been deemed advisable, the same reference 
has been indexed in several places. Thus, "centrifugal force " 
may be found under "C" or under "F" ; and "mechanical 
equivalent of heat " under "M," under " E," or under " H." 
Great attention has been given to every detail that would be 
likely to benefit the reader in any way. 



Indexing. 



Ever y t h i n g 
Necessary to 
a Complete 
Engineering 
Education. 



Features of 
the Arith- 
metic. 



Subjects Fol- 
low in LiOgi- 
eal Order. 



Helpful Ref- 
erences to 
Preliminary 
Subjects. 



Ally one who owns a set of these Bound Volumes can thoroughly 
inform himself in regard to the trade or profession treated of in 
them, provided he can read and write the English language. 
Arithmetic is included in each course and it commences at the 
very beginning ; the digits are named and defined, and 
instructions are given for reading numbers and writing them. 
The sections on square and cube root and on ratio and propor- 
tion are very full and complete ; they contain more practical 
information and the explanations are clearer than can be found 
in any other arithmetic. One or more examples, together with 
their salutions, are given immediately after each rule, in order 
to show the application of the rule, and numerous "examples 
for practice" are scattered throughout the entire paper. 
Whenever possible, these examples have been made to corre- 
spond with those which would be likely to arise in actual 
practice ; that is, instead of making the examples relate to 
apples, cows, sheep, etc., the aim has been in the engineering 
courses to make them apply to engines, pumps, economizers, 
and other details. Moreover, our arithmetic is stricth^ up to 
date, and an}^ one, no matter how nuich he may know of the 
subject, will obtain new and valuable ideas by carefully read- 
ing it through. It may likewise be added that in the engi- 
neering courses only those portions of arithmetic are given 
which the student really needs in order to intelligently study 
the remainder of his course, and to read and comprehend the 
arithmetical work that occurs in text-books lelating to engi- 
neering. 

The other subjects then follow in rotation, and in such man- 
ner that no knowledge of any succeeding subject is required 
in order that any part of the subject being studied may be 
clearly understood. Each subject is treated as fully as is 
necessary to give the student a thorough working knowledge, 
both of the theory and practice. Constant references are made 
to the preceding subjects, and many of the examples are so 
stated that the student is obliged to use rules, formulas, prin- 
ciples, etc. that he has already learned when studying a prece- 
ding subject, in order to solve these examples. By this means he 
keeps himself constantly iu touch with what he has previously 
learned, and the constant application of what he already knows 
to the subject he is studying not only shows him the value of 
the knowledge already gained, but it also impresses that 



52 THE CORRESPONDENCE SCHOOL OF 



knowledge more firmly upon his mind. The writers know 
from actual experience just what portions of the text are likely 
to prove most troublesome to one who is studying the subject 
for the first time, and every effort has been made to state the 
facts in language which shall be comprehensible to the reader. 

Simplicity. Writers of text-books which are intended to be used in 

schools and colleges understand the subject so well themselves 
that they frequently forget that what is so clear and apparent 
to them may not be so to others ; as a consequence, their 
explanations of some of the simpler facts — which are of vital 
importance later — are not adequate to impress the full mean- 
ing upon the mind of the reader. Any one who has ever 
studied a mathematical or technical work will readily acknowl- 
edge that it is impossible to obtain a clear understanding of the 
subject unless the reader fully comprehends the meaning of 
the definitions, laws, axioms, and rules, for it is from these as 
the roots that the tree is developed. Our writers are fully 
conscious of this fact, and they have endeavored, assisted by 
constant references to preceding paragraphs and citations of 
facts of e very-day life, to lead the student's thoughts into such 

Conciseness, channels that he will readily perceive the truths that he is 
endeavoring to learn — and to understand them. The explana- 
tions are not so full, however, as to react on the student's 
mind and tend to confuse him by their very wealth of detail ; 
indeed, we make the claim that we cover rhore ground by our 
method in a smaller number of pages than any other text- 
books published, not requiring a knowledge of the higher 
mathematics. One reason for this is that different subjects 
are written up especiallj^ for the courses in which they are 
included ; and we are thus enabled to eliminate matters that 
other authors are obliged to insert, as their books must be 
more general than ours. 

Practical Any one wishing to review subjects which he has previously 

Pr esenta- studied, but is now "rusty" in, will find our Bound Volumes 

tlon of Sub- of great benefit to him. The practical way in which subjects 

jects. are presented will at once appeal to his "sense of " fitness of 

things," and he will obtain a better idea of the real value of 

tiieory, as applied to the trades and engineering, than he ever 

had before. Many statements which used to puzzle him, or 

which he comprehended only after much study and hard 

thinking, he will find explained in such a manner that it will 

really be a pleasure to review his studies. For example : the 

subject of resolution of forces, as usually treated in works on 

mechanics, is not sufficiently clear to give the student a thor^ 

ough understanding of its leading principle. Thus, the reader 

is told that if he wishes to find the effect which a given force 

will produce in any required direction, he must resolve the 

given force into two components, one of which shall be parallel 

to the required direction, and the other perpendicular to it. 

Principles The reasons for drawing the components in this arbitrary 

Fully Ex- manner are so obvious to the author that he overlooks the 

plained. fact that they may trouble a beginner exceedingly ; and even 

if he did think of 'it, he would regard the matter as not worth 

mentioning, because a little independent thought on the part 



SHEET METAL PATTERN DRAFTING. 



53 



Our Writers 
Have Special 
Facilities. 



of the reader would sliow him the reasons for so drawing them. 
We, however, do not regard the matter in that light ; we 
think that anything relating to principles, particularly princi- 
ples that are used as frequently as that of resolution of forces, 
should be explained as fully and as simply as possible. While 
we endeavor to train the student to think for himself, we do 
it by causing him to think out new ways of applying the 
principles which he has learned — not by trying to muddle him 
in regard to the principles themselves. 

In this connection, it will be well to note one great advan- 
tage that we possess over all other writers of text-books. Our 
inany thousands of students comprise men of every walk of 
life ; men of considerable education and men of no education ; 
men who can reason well and men who cannot ; and, as a con- 
sequence, we receive many letters containing suggestions and 
inquiries every day. From these letters we are enabled to 
determine the particular points that are most troublesome to 
our students; and when we get out a- new edition of an 
Instruction Paper, we endeavor to remedy all tlie defects and 
to clear up troublesome statements, explanations, etc. that 
may have occurred in the first edition. The third edition 
goes through the same process, if it is deemed necessary. 
Many Papers in our bound volumes have been through from 
two to five editions and as many revisions, and their adapta- 
bility to all classes of readers ought, therefore, to be apparent. 
When an ordinary text-book is revised, the revision is usually 
accomplished by adding more to it — not by straightening out 
the text, which is very rarely changed, for" the authors have 
no such means as we have of finding out the difficulties that 
beset their readers. Then, too, as the ordinary text-book is 
very rarely intended for self-instruction, the author might not 
deem it advisable to alter the original text, preferring to leave 
it to the teacher to explain any difficulty that may arise. 

In these Bound Volumes the article numbers, page numbers, 
figure mimbers, formula numbers, etc. are continuous, thus 
making all references easy to look up, and preventing the 
many mistakes that would be likely to occur if the article 
numbers, figure numbers, etc. began with 1 in each volume. 
At the back of each volume, the Question Papers that accom- 
pany the Instruction Papers in that volume are placed in 
regular order. The questions are also numbered continuously 
throughout the course. 



Each Revi- 
sion a Step 



Cont 1 n u o u s 
Numbering 
of Pages, 
Articles and 
Figures. 



Arrange- 
ment of the 
D r awl ng 
Plates, Etc. 



We have paid particular attention to the arrangement of the 
instructions for drawing and the drawing plates. In order to 
obviate the inconvenience arising from the presence of folding 
plates in a book of this kind, this volume differs in form from 
that of other volumes. Its size is ll.l^''x 14^' (opening to 11]'^ 
x29''), the drawing plates being 12 inches long between the 
border-lines. This has enabled us to place the description of 
each plate opposite the plate referred to, thus avoiding any 
turning of leaves when comparing the text with the plates. 
Jo one who has been accustomed to the ordinary works on 
drawing, this volume will prove a revelation. The plates are 
exact reproductions of actual drawings, by the photo-zinc 



54 



THE CORRESPONDENCE SCHOOL OF 



A A' o I n 111 e 
of Tablos, 
Rule s, and 
Fornmlas. 



Nothing ><iin- 
1 1 a r K V e i' 
lioforo riib- 
lished. 



process, and are slightly reduced, in order to prevent the 
student from copying tlie drawing by the use of his spacing 
dividers, or other siniihir device. As examples of tlie drafts- 
man's art, these plates cannot be surpasst'd, and we Ikivc iR'ver 
seen them equalled ; the beautiful evennrss of the sectioning, 
width of lines, and sliading acts as an inspiration and an incen- 
tive to the student. A very comi)lett> index is also furnished. 
It may here be remarked that the majority of the plates are 
drawings of machine details taken from blue-prints. 

In each set there is a volume containing all the principal 
tables, rules, and formulas that are given in tlie other volumes. 
Each letter usinl in a formula is defined immediately above it. 
The fornmla number and the number of the article in which 
it occurs are placed after, and a heading stating the purpose of 
the formula or rule is placed directly above. Tlie n-adt-r will 
at once perceive what a valiial)le aid this volume will prove to 
him. Nothing similar to it has ever before been publislied. 
As the book is small, it can be carried about without incon- 
venience, and it will be found an almost daily aid in actual 
work by persons engaged in engineeiing and mechanical pur- 
suits. "All the calculations have been made and verified by 
our Instructors, men of large practical experience in the sub- 
jects treated of, and they have produced a volume, the uses of 
which will be best appreciated by those having it close at 
hand in the drafting-room, the machine shop, the engine room, 
or wherever work is done, the accuracy and rapidity of which 
may be increased by the use of labor-saving computation. 

The last volume in each set contains the answers to the 
questions and the solutions to the examples in the Instruction 
Papers of the Course, to be found at the end of the other 
volumes. These Keys are written with the utmost care and 
thoroughness, combined with our usual simplicity of state- 
ment, and are illustrated, where the subject-matter requires 
it, with drawings and diagrams in the text and upon large 
inserted folded sheets of superior paper. 

The Bound Volumes are only issued to enrolled students. 
We send them to students as soon as thej' enroll. If they 
have paid for their Scholarships in full, tlie Bound Volumes 
will belong to them, but if not, the title of the Volumes will 
remain in us until the Scholarship is paid in full. 

AVe have secured, for the benefit of our students, low rates 
from the express companies on the Bound Volumes. To 
secure these reduced rates, students residing on the Pacific 
Coast must pay the express charges in advance. Before ship- 
ment we will therefore notify students residing in those States 
what the express charges will be, and they can make payment 
in advance, through us, if they so desire. 



A n s AV ers to 
Questions. 



■HKKT .MKTAL PATTERN DliAFTING. 



THE CORRESPONDENCE SCHOOL OF 
SHEET METAL PATTERN DRAFTING. 



SHEET METAL WORKING. 

Important .Sheet raetal in it.- variou~ forui.s i.-- c- very year being put to 
indu.stry. a greater number of uses. With the development of the various 
commercial metals into more suitable quality for working into 
sheets, and with the advent of improved methods for accom- 
plishing much that could hitherto be done only in an imperfect 
manner and at considerable expense, the several branches of 
the sheet metal industrj'. have come to form a most important 
part of the industrial and commercial life of the world. 

^Videspread In whatever direction a person in any civilized community 
Use of Sheet turns his eyes to-day, some object, cut, pressed, stamped, drawn 
Metal. or spun from sheet metal, is almost sure to meet his eyes. The 

tin rattle, whistle, top, and other toys of babyhood and child- 
hood are early evidences of our intimate ass<^>ciation with and 
dependence upon articles made in this manner, and the older 
we grow the more this acquaintance and dependence increase. 

Variety of Follow the course of an average man through a single day 
Purposes for and obsen'e how frequently he is brought into contact with 
^vhleh Em- such articles ; the gas- or electric-light fixtures and i)arts of the 
ployed. lamp, match safe and of most of the toilet articles in his sleep- 

ing apartments are made of sheet metal ; perhaps the basin in 
which he washes his face and hands i~ made of it ; the tub in 
which he takes his morning plunge is lined with it ; nearly every 
article used in the preparation of liis breakfast, from stove and 
coal hod to coffee pot and frying pan, and the pail in which he 
carries his dinner, are wholly or partially the product of the 
sheet metal worker's skill. Quite likely his place of labor has 
a sheet metal roof and cornice, chimneys, ventilators, etc. ; 
the showcases, fixtures, railings, signs, and interior decorations 
are largely made of it, and the .same is trae of a large proportion 
of all the things he sees and handles during the day. Look 
about vou for a single day, with this object in view, and you 
cannot fail to be surpri-sed'at the numberless trimmings, fittings, 
and decorations on articles of every s<^>rt which have been 
manufactured from sheet metal plates. 

Destined to Not onlv has the development of better processes for the 

be still More manufacture of sheet metal made possible a cheaper and more 

WidelyUsed. uniform pn^duction of many of the most important articles 

connected with mf>dem civilized life, but what has been and 

*is being done, is only an indication of what will be done when 

better and still better processes shall have been evolved. 



56 



THE CORRESPONDENCE SCHOOL OF 



Origin of the In an interesting address on the subject of sheet metal work, 
Sheet Metal Mr. OberUn Smith, ex-President of the American Society of 
Trades. Mechanical Engineers, recently said : 

"The first man who chanced to dig up a little nugget of 
native gold or copper, or some other man who found a piece of 
malleable metal in the ashes of his fire, as a result of the acci- 
dental smelting of certain ore happening therein, may very 
probably have pounded it thinner between two stones, and 
thus haVe become the first sheet metal manufacturer. Pro- 
cesses identical with many of our modern ones were undoubt- 
edly practiced by that master metallurgist and machinist 
Tubal-Cain, and by the long line of skilled artificers who have 
been his disciples and followers down through all the ages 
which have created our present civilization. 

Modern De- "This civilization in its modern glory, and in its far greater 
velopment. glory yet to come, may be regarded as almost wholly depen- 
dent upon the noble art of metal working in its various 
branches ; for we cannot conceive of the constructions and 
instruments of modern engineering and other sciences if we 
were limited to such primitive materials as wood and stone. 
Truly, if the man is to be commended who can ' Make two 
blades of grass grow where one grew before,' how much can be 
said of those men whose toiling brains and hands are provi- 
ding the means by which not two only, but two hundred useful 
and beautiful things can be furnished to the waiting multitude 
for a price at which but one could be obtained by their fathers 
and grandfathers." 

A Cause of The rapid exhaustion of the available timber supply of the 

F u t u r e world, and the consequent steady advance in price of the better 

Growth. grades of lumber noticeable in recent years, render it certain 

that an almost infinite number of articles now manufactured 

of wood will eventually be made of sheet metal. 

Many of these articles, of course, will be made by machinery, 
but the sheet metal worker should not hastily conclude from 
this that his trade will not be benefited thereby, and that it 
will not, because of this, pay him to make special effort, now, 
to learn the art of sheet metal pattern drafting. On the con- 
trary, no better reason could exist. 

Will Always When the first stamping press was introduced, which took 
h e a Desir- the place of the raising hammer and block in the formation of 
ahle Trade, concaves, so that it became economy to buy covers ready cut 
and shaped ; when copper sheets that required hours of labor 
with the hammer were replaced by those with smooth-rolled, 
compact surfaces ; when trimmings were made by machinery 
at a cost which even an apprentice working up scrap could not 
compete with, and when finally the market was flooded with 
whole lines of machine-made goods, the sheet metal workers 
of a generation ago foresaw with despair a time when they 
would cease to be individual craftsmen and become, at best, 
factory operatives. But time proved their fears groundless. 
The superior appearance and remarkable cheapness of the 
articles thus manufactured attracted attention to the possibili- 



SHEET METAL PATTEEN DRAFTING. 



57 



Increased De- 
ni a II d f o r 
Competent 
Men. 



Speci al Im- 
portance o f 
Drawing. 



The Best Po- 
sitions Are 
f o r T li o s e 
Men AV li o 
Kno^v How 
to >» t r 1 Ic e 
Patterns. 



Two Courses 
of I n s t r uc- 
tion. 



ties of sheet metal for other purposes, and as a result the shops 
in all parts of the country were soon as busily engaged upon 
architectural and other constructive work as they had previ- 
ously been in the manufacture of household goods. 

From that time to this the trade has not only held its own, 
but there is now a demand which cannot be filled for men who 
thoroughly understand the business. The decline of one line 
of work is always followed by a call for another. The increase 
in intelligence and refinement of all classes of people produces 
corresponding changes in their tastes, and the designs for 
articles which are quite satisfactory during one period are not 
acceptable after the lapse of a very few years. As long as these 
conditions exist there will always be a fine opportunity in 
the sheet metal working industry for men who are ambitious 
to make a succes of life. 

STRIKING PATTERNS. 

In the production of all industrial work of importance, the 
drawing fills a most impoi'tant part ; verbal descriptions are 
insufficient for the workmen who perform the actual labor ; 
drawings tell exactly what is meant, where words utterly fail. 
For these reasons, a knowledge of how to read, if not to make, 
drawings, becomes a necessity to all persons engaged in indus- 
trial work who are ambitious to improve their condition in life. 
But important as a knowledge of drawing is to all classes of 
workmen, it is, if possible, even more important to persons con- 
nected with the sheet metal working industry. The reason for 
this is that it is impossible to strike difficult patterns by mere 
rule of thumb ; it can only be done by a knowledge of that 
branch of drawing technically known as the development of 
the surfaces of solids, in other words, the representation on a 
plane of the exterior surface of a solid. 

The ordinary workman, accustomed to work from templates, 
though he would be signally benefited by a knowledge of how 
to strike patterns, often fails to realize its importance and to 
make a proper effort to acquire it ; but the ambitious workman 
looks ahead and sees that, as in the past, occasions will repeat- 
edly arise for the drafting of patterns for special work, and 
rightly conjectures that the man who can draft such patterns is 
entitled to and will eventually get a better place in the trade 
than the man who cannot. 

The Correspondence School of Sheet Metal Pattern Drafting 
is intended to provide a means by which all persons connected 
with the sheet metal working industry can qualify to make 
developments and lay out patterns for sheet metal work of 
every kind. There are two Scholarships : the Tinsmiths' 
Pattern Cutting Scholarship and the Sheet Metal Pattern 
Drafting Scholarship. The former, which may be termed the 
elementary course, includes only such instruction as is likely 
to be needed by tinsmiths, cornice makers, sheet iron workers, 
etc., while the latter includes all the subjects taught in The 
Correspondence School of Sheet Metal Pattern Drafting, 
including those subjects which require to be understood by 
silversmiths, coppersmiths, boilermakers, etc. 



68 



THE CORRESPONDENCE SCHOOL OF 



Free-Hand Both of the above courses include instruction in elementary 
Drawing free-hand drawing. This subject is placed near the beginning 
Trains Eyes of each course so as to give the student as early as possible such 
and Hands. a training of hands and eyes as will enable him to draw free- 
hand many shapes, angles, and sizes, instead of, in every 
instance, going through a long tedious process of geometrical 
drawing. This training is necessary throughout the course, 
and in practical work, in enabling the student to see whether 
what he has laid out by mechanical means or by geometry is 
correct ; for, after all, a man who cannot see whether a pattern 
is right will often get into difficulty on account of mistakes or 
oversights. It is unsafe for any man to depend entirely 
upon theoretical constructions or drawings. The competent 
mechanic does not depend entirely upon his rules, templets, 
gauges, etc. , for measurements. His eye is so trained that he 
can usually tell at a glance whether a thing is the right size or 
shape, or what size it is. The quickest and best way to acquire 
this facility is through the aid of free-hand drawing. Free- 
hand drawing also gives a training of the hands in guiding 
tools, and in setting them correctly, which is not as easily 
procurable in any other way. Both the training of the eye 
and of the hand are matters of the greatest importance to 
every artisan. Whoever has practiced free-hand drawing to 
any considerable extent can learn mechanical or architectural 
drawing, or any trade requiring skilful manipulation, much 
more readily than one who has not had such practice. 

Reading When a pattern has been struck out, the man who is to 
"\V o r li i n g work from the drawing must be able to read the drawing. 
Di-awings. This requires a knowledge of projection, which in turn 
requires a knowledge of solid geometry. Full instruction in 
all of these subjects is given in a practical, systematic manner 
in both scholarships of The Correspondence School of Sheet 
Metal Pattern Drafting, obviating the study of the long series 
of tedious theories and problems usually given in text-books. 

Geometry. Instruction is also given in elementary plane geometry, a 

subject which is too often regarded as superfluous ; but the 
great advantages which a clear understanding of the under- 
lying principles of geometry gives are now recognized more and 
more. The Instruction Paper on this subject contains only 
what is of practical value, and is so arranged as to enable the 
student to remember it and use it to advantage. 

Principles of At first glance at the detailed catalogue of studies which go 

Pattern Cut- to make up these courses of instruction, it may appear to some 

ting Easily that to master them requires an intimate knowledge of a larger 

Learned. number of difficult problems than falls to the lot of those 

engaged in most other trades and professions, but such is not 

the case, for all the problems connected with sheet metal work 

are based upon a few easily comprehended principles. The 

object of our courses is to make these principles thoroughly 

understood by the student. With a knowledge of them any 

worker in sheet metal may successfully cope with any 

problem, however difficult, which he may be called upon 

to solve. 



SHEET METAL PATTERN DRAFTING. 59 



It is one thing to learn how to cut accurately a limited num- 
ber of patterns for ordinary purposes, and it is quite another 
and a different thing to learn all the principles involved in 
cutting those patterns and be able to apply them to the cutting 
of any other patterns in which the same principles are 
involved. The man who thoroughly masters the principles of 
sheet metal pattern drafting, and who has obtained as complete 
an experience in the application of those principles as is 
received by students in The Correspondence School of Sheet 
Metal Pattern Drafting is prepared for all emergencies which 
may confront him in actual work. He is able to woi'k from 
the' roughly drawn outline sketches of a customer with the same 
unfailing accuracy as if the job is one which he has executed 
several times, instead of being, perhaps, quite new to him. 

Such a man is a peer of any of the world's workers. He is 
not only sure of the highest wages, but he knows that skill 
like his paves the road to success. He occupies a most 
fortunate position between the idle rich and the helpless poor, 
for he possesses a consciousness of knowledge and power such 
as can come only to those who realize -the value of their 
services to the world. 

All Who "Will And any sheet metal worker who will can obtain this knowl- 
Study Can edge. The idea that the ability to acquire education belongs 
Leai-n. only to the fortunate few is a false one indeed. The way is 

now open by which all who will can obtain in The Corre- 
spondence School of Sheet Metal Pattern Drafting the knowl- 
edge they require. Lack of education cannot prevent, for we 
guarantee to teach sheet metal pattern drafting to any person 
who can read and write English, provided he will follow our 
directions. Lack of funds cannot prevent, for we accept 
payment in installments. Lack of time cannot prevent, for 
our courses are so condensed that one hour's study each 
day will enable any person of ordinary intelligence to com- 
plete one of them in a comparatively few months. Dis- 
tance cannot prevent, for we have hundreds of students on the 
Pacific Coast, in Alaska, British Columbia, INIexico, Central 
and South America, Europe, Asia, Africa, and Australia, 
who are making excellent progress with their studies, entirely 
through tlie i-nails. Age cannot prevent, for there are several 
persons enrolled in our Schools who are over seventy years of 
age, while there are several hundred whose ages range from 
forty to sixty. In short, our method of instruction is adapted 
for all who (iesire to study. It is inexpensive, calls only for 
the leisure hours, brings the student in direct contact with the 
ablest Instructors to be found, and does not require the stu- 
dent to leave home from the time he enrolls until he receives 
his Diploma. 

TINSMITHS' PATTERN CUTTING SCHOLARSHIP. 



Thorough In- 
struction in 
the Princi- 



This Scholarship includes instruction in arithmetic, elemen- 
tary free-hand drawing, elementary instrumental drawing, 
feleinentary plane geometry, practical plane geometry, elemen- 
tary solid geometry, practical projection, developments, reading 



THE CORRESPONDENCE SCHOOL OF 



Character 



working drawings, laying out patterns, and patterns for plain 
and bent work. It is intended for tinsmiths, cornicemakers, 
sheet iron workers, furnace setters, blower pipe makers, con- 
veyer makers, pipe fitters, architectural iron workers, skylight 
and showcase makers, and metal roofers ; it is also useful for 
metal sign makers, lead glaziers, and awning and tent makers. 
In most of the above occupations, the patterns are not as a rule 
laid out on drawing boards, but are laid out on the floor or on 
the metal itself ; for that reason the classes of workmen named 
are accustomed, and properly, to speak of their work, not as 
sheet metal pattern drafting, but sheet metal pattern cutting. 
The Tinsmiths' Pattern Cutting Scholarship provides thorough 
instruction in those principles of pattern cutting which are 
common to all the sheet metal working trades ; it embraces 
nothing which is not of great practical value to every sheet metal 
worker ; it is the quickest and best road to a clear understand- 
ing of the difficult problems in pattern cutting which are likely 
to arise at any time. 

FOR TINSMITHS. 

E n g a g e d There is probably no class of workers whose services are of 
ITpon Work more value to the world, and who are at the same time less 
o f H i g li appreciated, than tinsmiths. There are many persons who 
think it bright and funny, when a man says he is a tinsmith, 
to quote the couplet, 
" With solder and rosin a tinker you are, a mender of ]X)ts and of pans, 
To solder a kettle or stop a small hole, no doubt you're exactly the man," 
or to make some equally foolish or disparaging remark. Such 
persons forget that the old-style "tinker" is no more, that it 
is now more economical for the consumer to buy new ware, and 
the tinsmith had much rather he would, and that the latter is 
as often engaged upon constructive and other work of a high 
order as are artisans of any other class. 

It takes years to make a tinsmith, and there is always some 
new problem in head or hand work or policy that is being 
presented. Men who fill the bill thoroughly have acquired 
the wisdom and patience of a philosopher. Many who have 
no ability to work whatever, consider themselves above tin- 
smiths and other skilled workmen, but when misfortune over- 
takes them are utterly helpless and dependent on any chance 
job they may get ; how far elevated above them is the artisan 
skilled in his profession, and how superior in every respect is 
his condition ! Tinsmithing is a more than ordinarily desira- 
ble trade. In many lines of work the small industries have 
passed away and in their places we have immense establish- 
ments, employing hundreds of workmen, but the variety of 
work performed by tinners is so great, and the demands for 
their services are of such a local, widely divergent character, 
that the time will probably never come when a few monopo- 
lists will be able to control the business. In other lines large 
corporations are enabled to hire their own draftsmen, especially 
for the purpose of doing their designing for them, and the 
workmen who work from the drawings can get no opportunity 
to engage in the practical work of designing, but in the tinners' 
trade conditions are different. 



Few Persons 
More Inde- 
pendent. 



SHEET METAL PATTERN DRAFTING. 



61 



It is true that there are special machines in many lines of 
tinsmithing work, such as for crimping and beading stove pipe ; 
forming coffee-pot lips, wash-boiler bodies, bail-handles and 
handle braces ; cutting and forming fruit-can tops ; and turn- 
ing, forming and folding pans, boxes, and pipes ; and in lines of 
work where such machines can be used the small shops cannot 
expect to and should not try to compete. But there are numer- 
ous other lines of work in which machines cannot be used to 
advantage, and it is in those lines that the most interesting 
and profitable jobs are found. 



Ma c li i n e r y 
Can be Used 
to Only a 
T.iniited Ex- 
tent. 



Strong De- 
mand for 
TlnnersAVlio 
Can Handle 
Difflcul t 
AVork. 



A Knowledge 
of the Prin- 
ciples of Pat- 
tern Cutting 
Essential. 



Advice to 
Tinsmiths 
"Who Intend 
Enrolling. 



The shop where an order for an article of some unusual 
shape is likely to be received at any time, is the shop where 
there is the greatest opportunity for advancement ; and there 
are hundreds of such shops in every part of the country. Not 
only so, but there is a strong demand for men who can deal 
intelligently with the more difficult problems encountered in 
the tinsmiths' trade, and such men receive the highest wages. 
For this reason every tinner with a spark of ambition 
ought to become master of the principles upon which his 
trade is built. 

It is not enough for the tinsmith to know how to draft and 
cut certain things which are in constant process of manufacture 
in the shop where he learned his trade, nor is it enough for 
him to learn the practical part of cutting and fitting together ; 
he can learn these things in any tinshop, but they will not 
make him master of his trade ; hemust make a thorough study 
of the prmciple!^ of pattern drafting. When he has done this he 
is reasonably sure of profitable employment as long as he 
lives, has the pleasant consciousness of mastery of his work, 
and is able, daily, to effect considerable saving in time, 
material, and temper, as a result of his knowledge. There 
is hardly a pattern to be cut whicli cannot be obtained 
in more than one way. Under some conditions one method is 
best and under other conditions another. A knowledge of 
the principles involved, aided by a little careful thought on 
the part of the, cutter, will show him which is best for the 
purpose in hand. He will have the confidence and esteem of 
his employer, for competition is so close that the tinsmith who 
can cut his pattern with the least waste is in great demand. 
What he can save may mean a great deal, eventually, not only 
to his employer, but "to himself. He will have the respect of 
his fellow woVkmen, for it has been said that " Where twenty 
men may be found capable of working to a line, but one is able 
to draw it." He will be first in line for promotion, for, when- 
ever a new design is introduced or a new line of work comes up 
which requires a general knowledge of pattern cutting, he will 
be selected as the one most capable of doing the work. He 
will be surest of employment, for he can undertake, with equal 
confidence, tinsmithing work of any character, and will there- 
fore feel no hesitation in applying for work at any shop. 

In the Tinsmiths' Pattern Cutting Scholarship the ambitious 
tinsmith can obtain the instruction he requires to fit him for 
the duties of his position. Occasionally, however, he is called 
upon to make measures, in which case it is necessary for him 



62 



THE CORRESPONDENCE SCHOOL OF 



to understand arithmetic and mensuration ; and, in any event, 
a knowledge of these subjects is helpful in estimating the quanti- 
ties of materials required for jobs and in preparing bids. 
Occasionally, too, though not often, a tinsmith has reason to 
wish for a knowledge of hammered or spun work, or stamped 
work. If instruction is desired in any of these subjects, the 
tinsmith should go farther in his studies and take the Sheet 
Metal Pattern Drafting Scholarship ; but for the average tin- 
smith the Tinsmiths' Pattern Cutting Scholarship goes plenty 
far enough and is the course which, except in special cases, we 
advise tinsmiths to take. We do not think it wise for a work- 
ingman to undertake more in tlie way of technical instruction 
than is really necessary to qualify him for advancement. 



The Use of 
Sheet Metal 
I nc reases 
Rapidly. 



Demand for 
Metal Plate 
Workers. 



How the Dif- 
ficulties 
Which Con- 
front Ambi- 
tious Metal 
W^ o r k e r s 
May b e R e - 
moved. 



FOR SHEET METAL WORKERS. 

The use of sheet metal, plain, galvanized, and corrugated, 
continues to increase with remarkable rapidity. Of course, 
ordinary sheet iron has been in use almost from time imme- 
morial, but its range was limited, fi'om its excessive tendency 
to rust, and it was only for such purposes as stove-pipes, etc. 
that it could be used. The discovery of coating it with zinc, 
i. e., galvanizing it ; the increase in strength effected by corru- 
gating it ; and the improvement, in recent years, of paints for 
protecting it, have all largely added to its utility. A few years 
ago it was but a small factor in constructive work ; its use for 
roofing and other architectural purposes was chiefly confined 
to the covering of porticos and bay windows, and this work, 
with the putting up of gutters and leaders, was about all that 
called the sheet metal worker away from his bench. To-day 
it is recognized as one of tiie important materials of building 
construction. 

Notwithstanding the introduction of machinery and the 
division of labor in other branches of industry, there is a greater 
demand for good metal plate workers than ever, for the reason 
that sheet iron work is mostly made to order, while the oppor- 
tunities for men to learn how to lay it out and cut it seem to 
be daily getting fewer. The following extract of a letter, re- 
cently received from a workman in a sheet metal working 
shop, is a good illustration of the difficulties which confront 
the metal worker who is ambitious to advance. He says : "I 
have worked at the sheet iron trade for a number of years, 
bat somehow we were always so busy that I was never given 
an opportunity to learn how to make the patterns. What I 
want is a knowledge that will enable me to ' strike out ' work- 
ing patterns for all kinds of sheet metal work." There are 
hundreds of other sheet metal workers in the United States 
whose experience echoes that of this man, and it is to give 
these men the instruction they require that The Correspond- 
ence School of Sheet Metal Pattern Drafting (the only one of 
the kind in the world, so far as we know ) has been established. 
The Tinsmiths' Pattern Cutting Scholarship will, it is believed, 
prove an inestimable boon to every worker in sheet metal who 
enrolls in it with the purpose to master the subjects it contains. 



SHEET METAL PATTERN DRAFTING. 



63 



As it frequently occurs that sheet iron work must have a 
certain strength or capacity, a knowledge of arithmetic and 
mensuration is a desirable addition to the educational equip- 
ment of the sheet metal worker ; occasionally, too, he may be 
called upon to make rounded work which requires a knowl- 
edge of hammering and of laying out patterns for hammered 
work. Sheet metal workers who desin? a knowledge of these 
subjects should take the Sheet ]Metal Pattern Drafting Scholar- 
ship, but for all ordinary purposes the information contained 
in the Tinsmiths' Pattern Cutting Scholarship will be quite 
sufficient. 

AHlntto As a result of the revival of art metal work, the general 

Young Men. advance in science, and the introduction of new and successful 

designs for articles of domestic use, the sheet metal working 

trade has come to be one of the most desirable in which a 

young man can engage. 



Furnace 
Setters Can 
Save Delay 
and Expense. 



Tapering Kl- 
bows. Pipes, 
Hoods, and 
Joints. 



Conveyors, 
Hoppers, and 
Pipes. 



FOR FURNACE SETTERS, BLOWER-PIPE AND CONVEYOR 

MAKERS, AND PIPE-FITTERS. 

All of these classes will be greatly benefited by taking the 
Tinsmiths' Pattern Cutting Scholarship. Furnace setters 
frequently have occasion to make elbows of unusual shapes, 
and if possessed of a good knowledge of pattern cutting are 
able to make exact connections the first time, thus frequently 
saving much delay and expense, both to themselves and to 
others. A furnace setter who gets the reputation of making 
good connections and making them quickly is as sure to 
increase his business and to meet with favor at the hands of 
contractors and builders, as the slow, bungling furnaceman is 
to lose business and eventually go to the wall. 

Blower-pipe makers are called upon to make all kinds of 
tapering elbows and odd-shaped pipes and hoods, as in the 
case of suction pipes to carry away the shavings from the 
various machines in a wood-working establishment. The pipes 
of various sizes, required for different classes of machines, 
usually join together to make one large pipe and sometimes 
meet in very queer ways. These pipes must meet accurately or 
the system will work poorly. 

Conveyor makers are expected to know how to make hop- 
pers and pipes for any and every set of conditions required. 
ISIachines are now frequently built in which hoppers must be 
built after the machines are put together. It is necessary that 
these hoppers shall fit perfectly, so as not to interfere with the 
running of the machinery. 

A knowledge of pattern cutting is absolutely necessary to 
the successful prosecution of tiie kinds of work above referred 
to, as well as to that of many other like duties which come 
within tlie province of workers in those lines. The Tinsmiths' 
Pattern Cutting Scholarship will furnish them the instruction 
they require in order to do such work properly. 



64 



THE CORRESPONDENCE SCHOOL OF 



The Special 
Advantages 
of Advanced 
Course. 



Pipe -Fitters 
Should TJn- 
dersta nd 
Pattern Cut- 
ting. 



It frequently happens, however, that workers in these lines 
will find it to their advantage to be familiar with some sub- 
jects not included in the Tinsmiths' Pattern Cutting Scholar- 
ship. For example : a knowledge of the physics of fluids is 
frequently of advantage to the furnace setter, because it 
enables him to decide upon the sizes of pipes necessary to 
accomplish certain purposes, as the dimensions of cold-air 
boxes, hot-air pipes, etc. A knowledge of hammered work, 
too, is sometimes of advantage to a furnace setter, especially 
because of the growing tendency to use copper work in modern 
dwellings. If a blower-pipe maker is able to figure the 
capacity of a pipe under a given pressure of air, and has some 
knowledge of the physics of fluids, he will frequently be able 
to determine important questions without consulting an engi- 
neer. Again, a conveyor maker may desire to know how to 
lay out a conveyor to have a certain capacity. When such 
knowledge is desired, the classes above referred to should take 
the Sheet Metal Pattern Drafting Scholarship, which will give 
them all the information they will require. 

Pipe-fitters are often called upon to make certain parts or 
connections of sheet metal. As such parts are sometimes of 
peculiar shapes, a knowledge of pattern cutting is necessary to 
lay them out, and it will be a great convenience and saving of 
time and patronage to the pipe-fitter if he can do the job. 
This is especially the case in small cities where there are no 
special shops for making sheet metal work, and the public 
looks to the pipe-fitter to take his place. The Tinsmiths' 
Pattern Cutting Scholarship is the course which pipe-fitters 
who desire to learn to do such work should take. 



FOR ARCHITECTURAL METAL WORKERS. 

"Use of Sheet The adaptability of sheet metal for architectural purposes 
Metal f o r has been demonstrated during the past twenty years by the 
Renovating extent of its adoption. Numbers of new buildings in all parts 



Buildings. 



Well Suited 
to the Pur- 
pose. 



of the country have exteriors composed entirely of sheet metal. 
Old and dilapidated structures of wood and brick have been 
modernized and improved by the use of sheet metal in the 
form of plates, and in this direction a practically unlimited 
field is open to the metal worker. 

This increasing use is due, no doubt, in some measure, to 
the fact that sheet metal permits of ready ornamentation at 
comparatively small cost, and also constitutes in itself a light 
form of construction, while at the same time giving bold and 
massive effects to the completed work. The manufacture of 
sheet metal plates in iron, steel, and copper, for architectural 
purposes, has become an important industry, and the manu- 
facturers have brought their productions to such a state of 
perfection that material of all kinds is now so closely imitated 
in metal as to make actual examination necessary to discover 
the substitution. The endurance of the plates has been severely 
tested and has proved to be such as to warrant their use in any 
and all climates ; and they have been adopted in many cases 
in preference to brick or stone, as successfully withstanding 
climatic and atmospheric influences. 



INTERSECTIONS AND DEVELOPMENTS. 



L 








TyT 










u-^ 


F 




i 
1 


1 
1 




t5- 


D- 


1 
1 


i 
I 


^|::: 


;: 




1 


1 


' ^ 




La- 


>V 


1 


. 


6 




A- 





pC SRN f^ 











t^^¥y ill 



JAJ^l/A^n4. /S9^ 



JOH^ S/mTJ<.CLA.:j^^.-'^l5S9 



Acconipanvinsi Instruction 1 apcr 



DRAWING PLATE, 
n Paper on Developments, of The Correspondence School of Sheet Metal Pattern Drafting. ( Reduced. ) 



SHEET METAL PATTERN DRAFTING. 



G5 



How to Take 
Advantage 
of These Op- 
portunities. 



Important 
Branch of 
Sheet Metal 
AVork. 



•Can Learn to 
Avoid Mis- 
takes. 



CanFltThem- 
selvesfortho 
Most Diffi- 
cult AVoi'k, 



In order to take advantage of the opportunities which are 
thus created, the architectural metal worker should equip him- 
self with a thorough knowledge of the art of sheet metal 
pattern cutting ; this he can do in our Tinsmiths' Pattern 
Cutting Scholarship. If he wishes, in addition, to acquire some 
knowledge of arithmetic, strength of materials, etc., he can 
obtain it by enrolling in the Sheet jNIctal Pattern Drafting 
Scholarship. 

FOR CORNICE MAKERS. 

The introduction of galvanized-iron cornices has caused a 
great revolution in cornice work, and created an entireh' new 
branch of industrv. Machines for bending sheet metal to all 
the shapes required for cornice work can now be had and do 
the work in a most thorough manner. 

So easily and completely are they under control, that an 
operator, standing at either end or center, can clamp and bend 
a sheet of metal perfectly straight and true its entire length 
without changing his position. Any angle or curve, or almost 
any combination of angles and curves, can be made. All small 
and delicate moldings, as well as larger and bolder ones, can 
be quickly and accurately formed, and angles can be made 
sharp or rounding, as may be desired. But no machine ever 
has been devised, or ever will be devised, which will cut and 
fit such moldings in all the manners in wliich they must be cut 
and fitted ; hence, there will always be a demand for competent 
cornice makers. Besides this, sheet-metal cornices continue to 
increase in popularity, and, because they are lighter and 
cheaper than those made of most other materials, and do not 
make the walls top-heavy, they will probably be used more 
and more as time goes on.' Cornice making is one of the most 
important branches of the sheet metal working industry. 

For cornice makers a knowledge of how to lay out and cut 
patterns is of quite as great importance as for any other class 
of workers. The cornice maker who thoroughly understands 
the subjects included in our Tinsmiths' Pattern Cutting Scholar- 
ship can never make such mistakes as to produce a face miter 
where a return was intended, or to use the piece of metal from 
the wrong side of the miter cut. Confusion will never arise in 
his mind as to the proper position of a profile or of a miter 
line, for he will know how to draw all the necessary views to 
locate it with exactness. If moldings were never brought 
obliquely against sloping or curved surfeces in such a way that 
no view of the miter line but a simple straight line could be 
drawn, cornice making would be comparatively simple, but 
when it becomes necessary to do a large amount of drawing 
before even the miter line itself can be found, it calls at once 
for a thorough knowledge of the principlcf^. 

The Tinsmiths' Pattern Cutting Scholarship is intended to 
provide such instruction that those who complete it will be 
able to develop from blue-prints, patterns in detail for all 
cornice, lintel, gable and finial designs, including the miters 
between moldings of adjacent gables, hip moldings on ^lansard 
roofs, the striking of patterns for spires, pinnacles, and all 
other work of that character. 



THE CORRESPONDENCE SCHOOL OF 



Should Learn A cornice maker may be sober, punctual, attentive, and a 
to Cut Pat- good workman, but unless he shows some knowledge of 
terns. pattern cutting he will never be promoted, never be put in 

responsible charge of a section or of a department, and will 
probably experience the mortification of seeing some much 
younger man put into the position to which, by seniority, he 
is clearly entitled. The man who outstrips him may be no 
better stocked with brains than himself, but he has made 
better use of the brains he has ; he has cultivated them. Any 
man may win success if he is willing to spend a portion of his 
idle time in mastering the little details which to other men 
often appear trifling and insignificant, but which all go toward 
making the solid foundation of knowledge and experience 
necessary for the attainment of the object of his ambition. In 
other words, education is absolutely essential to the man who 
wishes to rise in any line of business ; to the cornice maker it 
is doubly essential, for his work is of an extremely varied 
character and is constantly changing in style and form. 

Shortest and There are, in every section of the United States, cornice 
Easiest Way makers standing at the head of the business, many of them 
to Learn. without any advantages in the way of education. Self- 

helped and self-improved, they have worked patiently for 
years, mastering, as best they could, the contents of such books 
and papers as they came across, until finally they have become 
competent to do work of almost any character. But the path 
they have followed is a difficult one, and it is hard for any 
man, unaided, to reach the goal of success by that path. The 
Correspondence School of Sheet Metal Pattern Drafting pro- 
vides a way by which the ambitious cornice maker can obtain 
the instruction he requires, in the shortest and easiest possible 
way. 

Occasionally a cornice maker finds a knowledge of strength 
of materials necessary, or desires such a knowledge of arith- 
metic and mensuration as will enable him to estimate quantities 
and costs. Those who desire this instruction can secure it by 
taking the Sheet Metal Pattern Drafting Scholarship ; it will 
further be to their advantage to do this from the fact that as 
copper is much cheaper than formerly, it is being more largely 
used for cornice work than hitherto. As a result, a knowledge 
of formed work is of advantage to nearly every cornice maker, 
and those who can spare the time and money are advised to 
take this Course. 



FOR SKYLIGHT AND SHOWCASE MAKERS. 

Sheet Metal Sheet metal in the construction of the framework of sky- 
Skylights lights, although it has been used in the large cities for several 
Much Used, years, has only recently come into general use for that purpose, 
for it is only in the i)ast few years that the demand for sky- 
lights has extended to the smaller cities. At the present time, 
however, sheet metal for skylight work has practically super- 
seded all other materials, and there is a good opening for 
skylight makers in every town of fair size throughout the 
country. As the skylight maker is called upon to make mold- 



SHEET METAL PATTERN DRAFTING. 



67 



ings and miters of all kinds of odd shapes, as well as ventilators, 
coverings and connections, he requires a knowledge of pattern 
cutting, such as is included in our Tinsmiths' Pattern Cutting 
Scholarship. Showcase makers will also be benefited in a 
similar ipanner by taking the course. 



PopiilarRoof- 
ingMaterial. 



Roofers Have 
to Deal Witli 
X> iff! cult 
Problems. 



Should Learn 
to L,'Ay Out 
Their AVork 
Accurately. 



Advautage of 
aKno^vledge 
of Mensura- 
tion, Etc. 



FOR METAL ROOFERS. 

The use of sheet-iron roofing in America started as an "Ohio 
idea," about 1870, and for nearly a decade was confined within 
the borders of that enterprising state. It had been used to 
some extent in both Europe and America, for a century 
previous, but the application of new and improved devices for 
fastening the sheets greatly increased its popularity and use- 
fulness, and within the past ten years it has come prominently 
to the fore, in all parts of the country, as a most desirable 
roofing material. The output has increased from a few tons to 
about 75,000 tons annually, or more than one-half of all the 
light sheet metal produced in the country. This has given 
employment to an army of metal roofers. Metal roofing is 
now as distinct a trade as cornice making. 

Metal roofers have many difficult problems with which to 
deal ; for instance, the solution of problems concerning 
Mansard roofs, especially those in which the roof surface is 
curved, calls for much good judgment on the part of the 
pattern cutter, for the reason that the original designs which 
come into his hands are seldom dmwn with mathematical 
accuracy. The upper part of a Mansard dome, as it curves 
away from the eye, becomes so much flattened in appearance 
that if drawn correctly, it is likely, to any one who does not 
understand pattern cutting, to create a false impression. The 
roofer must know how to take the original drawing for what it 
means, rather than for what it says. One of the first steps in 
developing the patterns for trimming the angles of a Mansard 
roof is to obtain a representation of the true face of the roof, 
and this the pattern cutter cannot do if he does not understand 
the principles of the art. 

Metal roofers can save themselves and their employers ranch 
trouble and expense by learning to lay out their metal so that 
it will fit right the first time. To cut it experimentally and fit 
it in place takes much time and wastes a great deal of material, 
and is a crude and unworkmanlike way to do. 

The following extract from a prominent electrical journal 
indicates a probable extension of the field of usefulness of metal 
roofers and others engaged in similar work: "The facility 
with which heat can be produced by the electric current ami 
applied to limited areas, leads to the belief that it may find 
useful application in the process of soldering, rendering easy 
the soldering of joints that are extremely difiicult to make with 
the ordinary tools." 

INIetal roofers who can afford the time and money to take a 
more extended course than the Tinsmiths' Pattern Cutting 
Scholarship, will find it to their advantage to take the Sheet 
Metal Pattern Drafting Scholarship, as they will then be able 



68 



THE CORRESPONDENCE SCHOOL OF 



to calculate the areas of all sorts of queer shapes, and can order 
just the right quantity of metal. Where a job is in the countrj', 
it is often a matter of considerable importance to take along 
just about sufficient for the work ; too much makes a useless 
addition to the load ; too little causes even more annoyance. 
The Sheet Metal Drafting Course also includes instruction in 
hammered work, or formed work, and as copper roofs are 
coming into more general use, this information is a valuable 
addition, also, to the roofer's stock of knowledge. 

FOR HARDWARE CLERKS. 

Precis e n e .s s The preciseness and regularity of a good clerk are appreciated 

andRej^ulai-- by any employer, but it does not follow that a man, having 

ity Alone attained to the preciseness and regularity of a machine, should 

Will N o t be contented with that. It is far better to be a master M'ork- 

Bring Sue- man in almost any line than to be a clerk, however much 

cess. appreciated, and it will pay every hardware clerk, who has the 

ambition to do so, to acquire a thorough knowledge of pattern 

cutting, or some other branch of industrial science more or less 

allied to the hardware business. The value of studying merely 

with a view to becoming well-informed on such subjects is 

nicely illustrated by the following extract from one of the 

trade papers : 

Value of Be- " A firm in an enterprising town in New York lately adver- 

coniing Well tised for a clerk, and among the qualifications necessary was 

Informed. this : ' One who has taste for reading the trade journals with 

a view of being well informed.' Twenty-five years ago a 

young man worked in a certain stove store. He worked hard, 

too, for he had to run stoves out and in, black stoves, set them 

up, and do anything and everything needed to be done. But 

this young man found time to study up everything connected 

with stoves and tin. By and by, with a very few hundred 

dollars and some credit, "he opened a shop to make tin cans, 

and to-day he is at the head of the largest factory of this kind 

in all the world. He read and studied with the view of being 

' well informed,' just as the New York advertisement wanted a 

young man to do, and his information became valuable capital. ' ' 



SHEET METAL PATTERN DRAFTING SCHOLAR- 
SHIP. 

Includes All This Scholarship includes instruction in arithmetic, mensura- 
the Subjects tio"; elementary free-hand drawing, elementary instrumental 
drawing, elementary plane geometry, practical plane geometry, 
elementary solid geometry, practical projection, developments, 
reading working drawings, laying out patterns, patterns for 
plain and bent work, patterns for formed work and properties 
of materials. It is intended for all the tradesmen enumerated 
under the head of "Tinsmiths' Pattern Cutting Scholarship," 
and in addition, for pattern draftsmen, coppersmiths, ship- 
smiths, boatbuilders, braziers, brass fitters, hammerers, 
aluminum workers, silversmiths, goldsmiths, designers of 
architectural metal work, designers of mechanical metal work. 



Taught in 
The C o r r e- 
spondence 
School of 
Sheet Metal 
Pattern 
Drafting. 



SHEET METAL PATTERN DRAFTING. 



Copper One of 
the Most 
l^seful of All 
Metals. 



Two C 

of ^Vork e r s 
in Sheet Cop- 
per. 



The E d 11 c a - 
tlonal Xeeds 
of C o p p e V- 
sniiths. 



silverware designers, plated- ware designers, chandelier design- 
ers, lamp designers, metal pattern makers, lamp makers, 
chandelier makers, plumbers, boiler makers, tank builders, and 
stack builders, and all who wish to learn to design work of a 
certain capacity or strength. The Sheet Metal Pattern Draft- 
ing Scholarship includes instruction in all the subjects taught 
in The Correspondence School of Sheet Metal Pattern Drafting, 
and is in every respect a thorough and comprehensive course 
of instruction. 

FOR COPPERSMITHS. 

Copper is mentioned in the oldest records and appears to 
have been one of the first metals brought into use by mankind. 
Its use was so well understood 3,500 years ago that it is men- 
tioned as having been employed to a large extent in the fur- 
nishings of the tabernacle which the Jews carried with them 
on their journey from Egypt to Palestine. Ever since that 
time it has been employed'to a large extent in the construction 
of buildings. As civilization has advanced, the desire for a metal 
similar in its properties and beauty to gold and silver has in- 
creased, until to-day there is scarcely a branch of human indus- 
try where copper is' not an important factor. The annual con- 
sumption of copper in the United States is 200,000,000 pounds. 

Workers in sheet copper are commonly divided into two 
classes : those engaged in the manufacture of cooking utensils 
and other small articles, who are commonly called braziers, 
and those engaged in the construction of heavier vessels, such 
as tallow coppers, dyers' coppers, vacuum pans for refining sugar, 
worms and coils, pumps, and upon railway and marine copper 
work. The latter are called coppersmiths, and properly so, 
because the greater part of their work has no need of soldering 
or brazing. As the coppersmiths constitute the iBOSt im- 
portant of these two classes, we notice them first. 

The number of articles which the coppersmith is called 
upon to make is the most varied of any branch of sheet metal 
working. Much of the work, to be sure, such as linings for 
bath tubs and tanks, and coverings for exposed parts of yachts 
and vessels, is plain bent work, but in addition to this, 
the coppersmith is called upon, more than any other metal 
worker, to make formed work of every imaginable shape 
and kind. The forming of spheres, or balls, for example, is 
one of the knotty problems which the coppersmith is fre- 
quently obliged to handle. Again, he must make odd-shaped 
vessels of a given capacity for special requirements and necessi- 
tating calculations that would puzzle a schoolmaster. He will 
wrestle ineffectually with these problems unless he under- 
stands the principles of laving out patterns for formed work. 
This subject is included in our Sheet Metal I'attern Drafting 
Scholarship and can be easily learned by any one who is willing 
to devote a portion of his leisure time each day to study. As 
the coppersmith is frequently obliged to make pipes, flues, 
etc. of certain capacities, or for conducting certain quantities 
of liquids or gases, it is to his advantage to have a knowledge 
. of arithmetic and mensuration, and this instruction is included 
in the Sheet Metal Pattern Drafting Scholarship. 



70 



THE CORRESPONDENCE SCHOOL OF 



Braziers Re- 
quire to 
Understand 
Formed 
AVork, Men- 
suration, 
Etc. 



FOR BRAZIERS. 

As has been already stated, copper workers engaged in the 
manufacture of cooking utensils, etc. are (and for centuries 
have been) called braziers. In this connection, the following 
extract from a work on the art of coppers.mithing, by Mr. John 
Fuller, Sr., is of interest. He says : 

"The brazier's art, or the working of light sheet copper into 
vessels for cooking, and articles for ornamental purposes, must 
have engaged the attention of man from the earliest periods of 
his civilization, for among the ancient art treasures in the 
British Museum in London may be seen many very fine and 
interesting specimens of Oriental work, illustrating vividly 
to a practical eye the skill and ingenuity which had been 
exercised by the primitive craftsmen in the production of 
armor, cooking utensils, vases, and a great variety of articles 
for personal adornment, taken from the tombs of ancient 
Egypt, Babylon, and various parts of India and other places. 
It would seem that for thousands of years this ancient handi- 
craft has been handed down from father to son, and even 
to-day many of the arts connected with special branches of 
brazing are jealously guarded." 

It is, of course, needless to say that for the accurate laying 
out of patterns for such articles as teakettles, funnels, stew- 
pans, dripping-pans, coal hods, etc., a knowledge of formed 
work, as well as of mensuration ( which includes the making 
of measures and vessels of certain capacities), and the other 
subjects included in our Sheet ]Metal Pattern Drafting Scholar- 
ship, is absolutelv neces3arv. 



FOR BRASS FITTERS. 

Brass Fitters With the exception of the two precious metals, there is, 
AreEngaged perhaps, no metal or alloy which can give such pleasure and 
Upon Worli satisfaction for the labor necessary to transform it into useful 
ofEvery or ornamental articles, as sheet brass. The uses of brass are 
Class. so numerous as to almost defy recapitulation. In the Nauga- 

tuck Valley, in Connecticut, the brass-rolling industry is repre- 
sented by ten large corporations, employing 8,200 persons, but 
even these great mills produce only about half of the quantity 
of rolled brass used in America. The annual product of all 
the brass foundries of the United States is estimated as being 
worth about $40,000,000. Brass fitters are engaged in every 
kind of work, from the manufacture of musical instruments to 
that of pots and kettles, and a knowledge of pattern drafting 
and cutting is absolutely necessary for the economical and 
expeditious production of the work. Strange to say, compara- 
tively few brass fitters seem to realize this, for to the great 
majority of them the art of pattern cutting is a mystery ; 
Many Know indeed, the same is true of all other branches of sheet metal 
Little or work. It is, nevertheless, the most important thing for them 
Nothing of to learn ; without it, advancement to the most responsible and 
the Art of best-paid positions is impossible. Brass fitters should take 
Pattern Cut- the Sheet Metal Pattern Drafting Scholarship, because the 
ting. instruction in arithmetic, mensuration, etc. is a necessary 



SHEET METAL PATTERN DRAFTING. 



71 



A Kno^vledge 
of Pattern 
C 11 t t 1 11 g 
Means L a r- 
ger P r o fl t s 
and I n - 
creased Bus- 
iness. 



preparation to the making of measures which shall contain 
given quantities, or to estimating the quantity of material 
required to perform a given piece of work. It is hard to say 
which branch of the sheet metal industry is more important, 
copper working or brass working. 

FOR ALUMINUM WORKERS. 

The annual production of lUuminum has already reached 
$450,000, and as it is now being used more than ever before, 
and will be used more in the future than it is now, it is very 
important that every ambitious man connected Avith this 
growing industry should learn the art of jiattern drafting. 
Aluminum being a rather expensive metal, it is of considerable 
importance to be able to draft a pattern so that it will not cut 
to waste, but of even greater importance than this is the fact 
that those who understand pattern drafting will be able to 
make articles of every description of this wonderful metal and 
thus to increase the demand for it. In these days, every 
workman is called upon to exert his ingenuity to open up new 
fields for his art, and thus contribute to the progress of his 
industry. Invention is on the alert, and every man has the 
strongest inducements to self-perfection. The artisan is no 
longer expected to fall into the dull routine of mere mechani- 
cal action. He is engaged in a contest where energy and skill 
will carry off the prizes, and where the unskilled and untrained 
workman will pay for his deficiencies by a sacrifice of many of 
the comforts and improvements which are the reward of 
intelligent labor. 

FOR SILVERSMITHS OR WHITESMITHS. 

Most of the silversmith's work is formed work, but notwith- 
standing this, all silversmiths (or whitesmiths, as they are 
sometimes called) have frequent occasion to make molded work 
or work for which it would be far cheaper to draft a pattern 
than to hammer the work up, or make up the work and trim 
it to fit. Besides, even for formed work, a knowledge of pat- 
tern drafting is of great value, for the blanks can be made of 
the proper size, and waste of material reduced to a minimum. 
Again, it is much easier to form up a blank which is of the 
proper size than one which is too large, and it is less labor to 
trim it. A knowledge of arithmetic and mensuration is also 
of advantage to the siiversmitli, for he is frequently called 
upon to make vessels of a certain size and cannot do it unless 
he possesses a knowledge of these subjects. For all these and 
many other reasons everv silversmith should master the sub- 
jects" included in our Sheet IMetal Pattern Drafting Scholarship. 
The use of silver in the arts is increasing every year. 

FOR GOLDSMITHS AND JEWELERS. 

As Necessary The durability and extraonliiniry ductility and brilliancy of 
for Gold- gold; its power of being subdivided, drawn out or flattened 
smiths asfor into "leaf" of almost infinite thinness, have led to its being 
Tinsmiths. ' preferred over all other metals for work where great minute- 
ness and delicacv of execution are required, while its beauty 



"Ways In 
>Vhlch They 
Will be Bene- 
fited. 



72 



THE CORRESPONDENCE SCHOOL OF 



and rarity have for the most part limited its use to objects of 
adornment and hixury. But in spite of the fact that most of 
the articles which goldsmiths and jewelers are required to 
make are supposed to be solid it is astonishing to many people 
to learn that a knowledge of sheet metal pattern drafting is 
really as necessary for these craftsmen as for any other 
class of workers we have named. The reason for this is that 
by far the larger number of articles supposed to be "solid 
gold" are in reality merely shells of gold. Nearly all jewelry 
made is hollow and is built in the same way that tinware is. 
If a knowledge of pattern cutting is of value to a tinsmith, 
it is of even more value to a goldsmith. 



Why Many 
Buildings 
Appear 111- 
Propor- 
tioned. 



HowMeehan- 
ical Drafts- 
men AVill be 
Benefited. 



FOR DESIGNERS OF ARCHITECTURAL, MECHANICAL, AND 
INDUSTRIAL SHEET METAL WORK. 

All designers of architectural metal work should thoroughly 
understand pattern drafting, not only that they may be able 
to furnish sheet metal workers with drawings of patterns, but 
also because, being obliged to decorate surfaces, they should 
know how to ascertain what the full size of such surfaces will 
be. Many architectural draftsmen who are competent in other 
lines, make the slanting parts of buildings present a most dis- 
torted, ill-proportioned appearance, simply because they do 
not understand how to lay out patterns. 

A knowledge of pattern drafting is of value to the designer 
of mechanical metal work, because he is frequently called 
upon to furnish working drawings for the sheet metal worker, 
and if he understands how to lay out patterns he will be able 
to avoid unnecessarily expensive formations. There are also 
many occasions when it will be worth to a designer all the 
time and expense required to obtain it, to know how to 
develop the surface of an article. 

What has been said under the head of "Silversmiths," and 
all that has been said of designers of architectural metal work, 
applies with equal force to silverware designers, plated ware 
designers, chandelier designers, lamp designers and all other 
designers of industrial sheet metal work. In fact, no designer 
who has to do with sheet metal work in any of its various 
forms can afford to neglect such an opportunity as the Sheet 
Metal Pattern Drafting Scholarship provides, to obtain instruc- 
tion in the subjects which it includes. 



FOR METAL SPINNERS AND LAMP AND CHANDELIER 
MAKERS. 

How t li e As the working drawings which are furnished to metal spin- 
Worknian ners, lamp makers, chandelier makers, etc., by the designers 
May Become do not generally give the shapes of the patterns required, it is 
a Foreman necessary for the foreman or sample maker to layout the 
or Sample pattern. Any workman in these lines who masters the sub- 
Maker, jects contained in our Sheet Metal Pattern Drafting Scholar- 
ship is in a fair way to become a foreman or sample maker ; 
his knowledge is bound to come to the front from time to time 



SHEET METAL PATTERN DRAFTING. 



73 



and is certain, sooner or later, to be recognized and rewarded 
by his employers, either by an increase in salary or a promo- 
tion to a better position, or both. If they do not pay him for 
his increased value there are plenty of other concerns who will 
be glad to do so. An education is like an account in a pros- 
perous bank : the more you put into it the greater will be 
your capital, the larger will be your income and the more cer- 
tain your protection against the misfortunes of life. 



FOR PLUMBERS, BOILERMAKERS, AND TANK, 
STACK BUILDERS. 



AND 



For Heavy Workers in the above lines have occasion to make objects of 

Work Pat- heavy sheet metal or plates, and for heavy work it is of great 

terns Must importance that the pattern should be cut out just right. To 

be Cut Ac- trim off a heavy sheet or plate is often more expensive than to 

curately. make a new one, and it is therefore almost a necessity for all 

who occupy responsible positions in connection with such 

work that they should know how to cut the blanks correctly 

before bending or forming them. 

As it is often necessary that sheet iron work must have a 
certain strength or capacity (as in the case of tanks, etc. ) it is 
very desirable for the sheet iron worker to understand arith- 
metic, mensuration, and properties of materials. Some knowl- 
edge of the physics of fluids is also of advantage, especially in 
making stacks, chimneys, and flues. For example : if a man 
makes a specialty of building stacks, a patron is likely to come 
to him at any time and order him to make a stack of suitable 
size for a given furnace. It will be to his advantage under 
such conditions to be able to build his patron a stack which 
will be exactly suited to his requirements. Occasionally, too, 
a stack builder is called upon to make rounded work, which 
requires a knowledge of hammering and of laying out patterns 
for hammered work. All of these subjects are included in our 
Sheet ]Metal Pattern Drafting Scholarship. 



APPRENTICES TO THE SHEET METAL TRADES. 

"The Old The conditions which surround apprentices to the sheet 
Relations metal trades at the present time are well set forth in the 
Between the following letter, which appeared some time ago in The Metal 
Apprentice Worker. The writer says : "While all production remained 
and II 1 s in the hands of master "workmen and their corps of journey- 
Master Have men, the old arrangements proved natural and efficient. The 
Ceased." number of master workmen was large and the number of 

journeymen under a single master was comparatively small, 
and, as the master worked in the shop among the men, his 
relation with his apprentices was direct and intimate. It 
was, moreover, strongly to the master's interest to instruct 
and guide the apprentices to a thorough knowledge of their 
trade, that they might return to him as great a profit as 
possible, but with the invention of the steam engine and the 
introduction of machinery came a great change in industrial 
• methods. The economic advantage of quantity production 
and the division of labor appeared, and the master craftsman 



74 



THE CORRESPONDENCE SCHOOL OF 



became the directive head of an industrial estabHshment. 
From the master workman he has gradually developed into 
the manufacturer and the contractor — the household work- 
shop into the factory. No longer working with his own 
hands, he uses his brain to direct more effectually the hands 
of many. Under these conditions the old relations between 
the apprentice and his master have ceased. The former direct 
association in actual work has disappeared, and in the new 
conditions no provision has been made for systematic instruc- 
tion of the apprentice. In the modern shop the time of the 
workman must be accounted for in actual work. No time is 
left for the instruction of learners. The foreman, on the other 
hand, being solely interested in obtaining as much product 
as possible from his resources, regards the apprentice as a 
burden and a nuisance. The natural result follows, that the 
few boys who are admitted to the trades are either called upon 
to perform petty drudgery about the shops, or are put at such 
tasks as can be most readily mastered, and kept upon these 
for long periods, to the neglect of comprehensive training. 
Under these conditions the apprentice is left to pick up the 
practice of his trade by observation and such opportunities as 
chance and the good nature of his fellow workmen afford." 

Commenting on the above and other letters of similar char- 
acter, The Metal TForto- said : "Complaints of the dearth of 
good tinners are very general from the west, and our corre- 
spondents above quoted are not singular in their experiences in 
this respect. The cry for better training of apprentices is 
indeed almost universal throughout the country. As one of 
our correspondents justly remarks, the fault does not lie 
altogether with the boy's themselves. Their environment, 
together with lack of opportunity for obtaining competent 
instruction, takes away all ambition from those who are not 
" born" mechanics. They have no incentives to push on, and 
consequently are content to remain helners." 

Writing upon the same general subject, the Editor of The 
A rneriniu Artisan also said : ' ' There is a current idea that a boy 
who starts in life by working at a small salary is learning some 
business or other. The errand boy or " cub " in a hardware 
store or tin shop is supposed to be mounting the steps leading 
to the proprietorship of these places. But is he? This 
depends on the boy and on his employer. Many a boy has 
worked 2 or 3 years in a tin shop, listening to filthy talk, and 



"The Cry for 
BetterTrain- 
IngofAp- 
prentices." 



Not Every 
Boy Who 
Works In a 
Tinsmith's 
Shop is 
" Learning 
the Tiijner's 
Trade." 



"A Better 
System Is 
Therefore 
Desired." 



doing cleaning up of all kinds at $3 per week, and unlimited 
abuse, under the hallucination that he was learning the tin- 
ner's trade. Some employers seem haunted by a terrible fear 
lest the boys in their employ will actually imbibe a few 
business methods and ideas. Others are free in imparting 
information, but unfortunately their own business ideas are 
extremely worthless." 

Another writer in one of the leading technical papers 
expresses himself as follows : "At present boys are taught a 
trade in a haphazard system, picking up what they can about 
the shop and depending entirely upon their own abilities to 
assimilate and apply the scraps of knowledge thus gained. 



SHEET METAL PATTERN DRAFTING. 



75 



A system is therefore desired which will give boys not only a 
good practical training, but also ground them in the principles 
of their trade, in the theory and knowledge of materials, etc., 
and so train both the head and hand to enable him to become 
within a comparatively short time a sufficiently competent 
workman and go out and command a living, acquiring quick- 
ness of hand and the other requisites of a skillful handicrafts- 
man by further experience in practical work." 

Teclinical Still another writer says : ' ' The most potent agency, in the 
Education is absence of a comprehensive apprentice system, for supplying 
the Only So- workmen of the highest mechanical intelligence and skill are 
liition of the now the technical schools in which the mechanical arts and 
Problem. sciences are being so commonly and effectively taught. These 

Schools were not soon enough thought of in a practical way, 
not early enough established, but having been established 
they are now doing efficient and valuable service to the country 
by educating both the minds and hands of multitudes of our 
young men in mechanical pursuits. From them our manu- 
facturers are already getting recruits to fill the thin ranks of 
those who are at the top of skilled labor." 

The Cor re- Thus, in plain language, some of the ablest authorities have 
spondence expressed their convictions that there is a strong demand for 
Plan is the competent workmen in the various branches of the sheet 
Only Prac- metal trades, that the apprentice system as applied to that 
t i c a h 1 e trade is a failure, and that the only way out of the dilemma is 
Method. a course in some technical school for each of the young men 

who would successfully enter these trades. But only one out 
of several hundred young men can afford the time and money 
to take a three or four years' course in a technical school. Is 
there no hope for the army left behind? Must they always 
stay at the foot of the ladder ? Stay ! There is one door to 
advancement, and but one of which "we have any knowledge, 
which all who will may enter, and that is The Correspondence 
A Better Op- School of Sheet Metal Pattern Drafting. While there is not so 
port unity good an opportunity for the old time apprentice as formerly, 
Than Ever there is a much better opportunity than ever before for young 
Before for men who enter the sheet metal working trades, provkled they 
Young Men are willing to spend a portion of their leisure time in learning 
AV h o Are how to lay out patterns. Such a person can get familiar with 
Willing to the use of tools and machines in a very short time and make 
Study. himself useful from the start. In engineering, as in most other 

professions, there is no factor so potent in the advancement of 
a man as the improvement he gives himself by study. Step 
by step he comes forward, with new meanings for old subjects 
dawning upon him daily, and with entire series of new ideas 
thronging in upon him ;" journeying along slowly at first, then 
in quick jumps, and then in steady strides to knowledge and 
culture, and becoming one of the small class who do the think- 
ing for the world. 

An insignificant apprentice in a small shop, where he is 

merely a number, may thus gradually begin to appeal to his 

fellow workers by his exceptioual intelligonce. In time the 

• foreman also becomes cognizant of it. The apprentice is 

given better work, he is selected for special jobs. In due 



THE CORRESPONDENCE SCHOOL OF 



Xo Obstacle course he becomes a full-fledged skilled workman, and is one 
Can Block of the few appearing to the foreman's mind when difficult 
the Path of work is to be carried out that demands thought and good judg- 
t he Young ment. The foreman, perhaps, in time requires an assistant. 
Man Who Our man is one of those considered ; he may not be chosen 
Learns the now, but his turn is coming. In time he becomes foreman. 
Theory of Here he begins to show the value of the years of patient 
His Trade. study. Ideas which he had long since acquired and almost 
forgotten, begin to throng forward again. He utilizes them, 
his employer with whom he now comes in direct contact 
realize that they have an exceptional foreman. He is con- 
sulted on more general matters, he becomes an adviser of the 
management ; in short, his success is assured. And as he thus 
advances and realizes fully that his success has been due to 
hard and earnest effort alone, the only regret that may occa- 
sionally steal over him is that he did not work even still 
harder at his books and papers while he was young. 

Reasons 'Why Courses in The International Correspondence Schools may 
Every Per- be commenced at any time. All that the student is required 
son Interest- to know in order to enroll is how to read and write English. 
ed in Sheet AVhen paid in full, a Scholarship is non-forfeitable ; in other 
Metal "Work- words, a student may continue his studies with us until he 
Ing Should has completed all the subjects that are embraced in his 
Enroll. Scholarship, and has been awarded his Diploma. The Scholar- 

ship is transferable, and the student need not leave home in 
order to study — he may reside anywhere in the world. No 
books need be purchased, as the Instruction and Question 
Papers are all the books that he needs. These are written in 
clear and concise language, as free as possible from technicali- 
ties, and begin at the beginning of each subject. They explain 
principles and details and how to apply the!u. All unneces- 
sary matter is omitted. Whenever the student desires special 
information it is supplied him freely, and in such detail that 
he cannot fail to understand it ; blanks upon which to make 
requests for such information are furnished by the Schools. 
The tuition fee covers every expense except the cost of such 
writing materials and drawing instruments as the student may 
require, and the postage on his matter to us ; we pay all 
postage on matter which we send to the students. 



SHEET METAL PATTERN DRAFTING. 



77 



PRICES OF SCHOLARSHIPS. 



Course for 
Tinsmiths, 
Cornice 
Makers, 
Sheet Iron 
AV o r k e r s , 
Etc. 



It is understood that these prices include a set of Bound 
Volumes of the Instruction and Question Papers, Keys, etc. of 
the student's course of study, fully indexed and conveniently 
arranged for reference, printed on fine paper, pages 6 by 9 
inches and bound in half leather. These are given to the stu- 
dent in addition to, and independent of, the Instruction and Ques= 
tion Papers in pamphlet form, supplied to study from. These 
Bound Volumes are furnished to the student vkhen he enrolls, the 
title remaining with us, however, until the Scholarship is paid 
in full. 

I.— THE TINSMITHS' PATTERN CUTTING SCHOLARSHIP. 

Price, $AO.OO in Advance, $^45.00 on the $5.00 

Installment Plan, or $49. OO on the 

$2.00 Installment Plan. 



SUBJECTS TAUGHT: 

Arithmetic, Part I, Practical Solid Geometry, 

Elementary Free-Hand Draw- Practical Projection, 

ing, Developments, 

Elementary Instrumental Reading Working Drawings, 

Drawing", Laying Out Patterns, 

Elementary Plane Geometry, Patterns for Plain and Bent 
Practical Plane Geometry, Work. 

AVhen sold on the $5.00 installment plan the first payment 
is $.5.00 and the balance is payable at the rate of $5.00 per 
month. 



Tinsmiths' 
Pattern C'ut- 
tinjx Diplo- 
ma. 



When sold on the $2.00 installment plan the first payment 
is $2.00 and the balance is payable at the rate of $2.00 per 
month. 

No additional charge for postage to students residing in 
foreign countries. 

Students who complete all the subjects of this course and 
pass a final examination, are awarded the Tinsmiths' Pattern 
Gutting Diploma. 



78 



THE CORRESPONDENCE SCHOOL OF 



II.— THE SHEET METAL PATTERN DRAFTING SCHOLARSHIP. 

Price, $55.00 in Advance, $60.00 on the $5.00 

Installment Plan, or $65. OO on the 

$2.00 Installment Plan. 



SUBJECTS TAUGHT: 



Sheet Metal 
Pattern 
Drafting Di- 
ploma. 



Depends on 
Circumstan- 
ces. 



Arithmetic, 

Mensuration, 

Elementary Free-Hand Draw- 
ing, 

Elementary Instrumental 
Drawing, 

Elementary Plane Geometry, 

Practical Plane Geometry, 

Practical Solid Geometry, 



Practical Projection, 

Developments, 

Reading Working Drawings, 

Laying Out Patterns, 

Patterns for Plain and Bent 

Work, 
Patterns for Formed Work, 
Properties of Materials. 



When sold on the $5.00 installment plan the first payment 
is $5.00 and the balance is payable at the rate of $5.00 per 
month. 

When sold on the $2.00 installment plan the first payment 
is $2.00 and the balance is payable at the rate of $2.00 per 
month. 

No additional charge for j)ostage to students residing in 
foreign countries. 

Students who complete all the subjects of this course and 
pass a final examination are awarded tlie Sheet Metal Pattern 
Drafting Diploma. 

TIME REQUIRED TO COMPLETE THE COURSES. 

It is impossible to say how long it will take to finish a 
course, because the progress of students is influenced by con- 
ditions never exactly alike. The time required depends upon 
natural ability, previous education, habits of application and 
the time which can be devoted to study. It will take a stu- 
dent who can devote two hours a day six days in the week 
about one year to complete the Tinsmiths' Pattern Cutting 
Course, and about eighteen months to complete the Sheet 
Metal Pattern Drafting Course. 



SHEET METAL PATTERN DRAFTINCi. 



79 



CATALOGUE OF STUDIES. 



Subjects. 



Subdivisions and Details of the Subjects. 



Elementary 
Free-Hand 
Drawing. 



Elementary 
Instrumental 
Drawing. 



I Introductory — Drawing — Free-Hand Drawing — Origin of 
Letters — Purposes of Drawing — General Definitions — 
Ideal Line — Drawing of a Line — Lead Pencils — Paper — 
General Instructions — How to Hold the Pencil — Sitting 
Position — Standing Position — Lines : Straight, Horizon- 
tal, Tracing, Vertical — Lengths — Angles — Corners — 
Linear Angle : Apex, Sides, Intersection — Right Angle — 
Square Corner — Perpendiculars — Obtuse Angle — Acute 
Anglc^- Parallels — Quadrilaterals and Triangles — Rect- 
angleP— Squares — Oblongs — Slanting Straight Lines — 
Lozenge — Diamond — Rhomb — Lance — Triangles : Equi- 
lateral, Isosceles, Right-Angled — Inclines — Wedges — 
Angular Pediment — Gable — Parallelogram or Rhomboid 
— Taper or Trapeze — Symmetrical Figures — Kite — Arcs or 
Circles: Periphery, Circumference — Dividing Lines — 
Point of Division — To Divide a Straight Line in Half — 
Training the Eyes to See a Small Difference — Center Lines 
— Dividing Straight Lines — Dividing Arcs — Straight-Line 
Figures — Corner Ornament — Greek Cross — IMaltese Cross 
— Square Star — Dividing Angles — Degrees of an Angle — 
Dividing Circles — Locating the Center — Semicircle — 
Diameter — Radius — Dividing a Circle Into Quarters, 
Eighths, Etc. — Quadrants— Regular Polygons : Pentagon, 
Hexagon, Octagon — Curved Lines — Ogees — .Moldings — 
Scrolls — Loop — S Hook — Parallel Curves — Ellipse — 
Simple Outlines — Crescent — Heart — Ornamental Outlines 
— Shields — Escutcheon — Finials — Hatching and Stipling 
— Plain Lettering — Caps — Plain Gothic — Numbers — 
Roman — Lower Case. 

f Introductory — General Definitions — Straight Lines : Ruler 
or Straight-Edge ; How to Test and ^lake True— How to 

1 Point the Pencil— Straight Line Ruled Through Two 
Points — Length Measvned by a Rule, Scale, Dividei-s, 
Strip — Dividing: by Dividers, by Rule, by Strip — Edges 

I of Drawing Board— T Square — Set Squares or Triangles — 

I How to Test Set Squares — To Draw Right Angles ; 
Parallels — Drawing Board — ]\Iust be Square — The Com- 
l)asses — Circles and Arcs — Tangents — Ruling Pen — Paper — 
Ink — Irregular Curves — Protractor — Section Lining — 
Stippling — Washing or Coloring — Copying Drawings — 
Erasing. 



THE CORRESPONDENCE SCHOOL OF 



f Introductory — Definitions : Surfaces ; Plane, Uneven ; 
Lines : Straight, Curved, Regular, Irregular : Angles ; 
Right, Acute, Obtuse : Parallels : Equal Angles : Tri- 
angles : Equilateral ; Isosceles ; Right-Angled, Cathedes 
or Short Sides, Hypotenuse or Long Side— Scalene Tri- 
angles—Congruent Triangles — Proportionals— Sum of the 
Angles of a Triangle — Parallelograms — Squares — Oblongs 
— Lozenges — Rhomboids — Tapers — Trapezoids — Trape- 
ziums — Polygons ; Irregular, Regular — Pentagon — Hex- 
agon — Heptagon — Octagon — Sum of Angles of Polygons — 
Circles— Circular Arcs — Semicircle— Quadrant — Center — 
Radius — Diameter — Tangent — Chord — Sine — Inscribed 
Angles ; in Semicircle, in Arcs — Center and Tangent — 
Tangent Circles — Ellipse ; Major Axis, Minor Axis, Foci, 
Sum of Distances From Foci— Finding Axes. 



Elementary 
Plane 
Geometry. 



Practical 
Plane 
Geometry. 



Practical 
Solid 
Geometry. 



To Find the Center of a Square, Oblong or any Parallelo- 
gram — To Construct Perpendiculars : Bisecting a Line, 
Through a Point on the Line Near the Middle, Through 
a Point on the Line Near the End, Through a Point Out- 
side the Line Near the Middle, Through a Point Outside 
the Line Near the End — To Construct Parallels: The 
Distance Being Given, A Point Being Given — To Find the 
. Center of an Arc — To Find the Center of a Circle — To 
Divide a Circle in Half, Thirds, Quarters, Sixths, Eighths, 
Twelfths, Fifths, Sevenths— To Find Any Part of a Circle 
— To Divide Angles — To Find a Given Number of Degrees 
— To Copy an Angle — To Bisect an Open Angle — To Draw 
an Octagon in a Square — To Draw an Equilateral Tri- 
angle : On a Side, the Height Being Given — To Draw Any 
Regular Pentagon on a Given Side — To Copy Any Figure 
— To Enlarge or Reduce Any Figure — To Draw a Circle 
Joining a Straight Line — To Draw a Circle Joining an 
Arc — Common Oval — String Ellipse. 



f Introductory — Definitions : A Solid, Size, Form, Thickness, 
Three Dimensions ; Surfaces ; Position, Shape — Planes — 
Regularly Formed Surfaces — Irregular Surfaces — Faces — 
Facets — JEdges- Dihedral Angles — Foot Line or Ground 
Line — Apex — Smallest Number of Faces — Inside Angle — 
Polyhedrons — Five Regular Polyhedrons — Tetrahedron — 
Cube or Hexahedron ^Octahedron — Dodecahedron — 
Icosahedron — Developments — Pyramids — Right Pyramid 
— Regular Pyramids — Scalene Pyramids — Irregular Pyra- 
mids — Regular Star — Frustum of a Pyramid — Truncated 
Pyramid — Right Frustum — Askew Frustum — Cube — ■ 
Square Block — Raking Square Block — Oblong Block — 
Raking Inclined Block — Wedge — Prism — Right Prism — 
Regular Prism — Irregular Polyliedron — Notch — Cylinder 
— Circular Cylinders — Right Cylinders — Inclined Cylin- 
ders — Angular Sections — Oval Cylinders — Corrugated 
Cylinders — Moldings — Drawn Bodies — Angle of Inter- 
section — Ungula — Cylindrical Wedge- — Intersection of 
Equal Cylinders — Intersection of Unequal Cylinders — 
Bent Cylinders — Cylindrical Ring — Parallely Formed 
Bodies ;" Profile of — Cones ; Right, Inclined, Circular, 



SHEET METAL PATTERN DKAFTINC 



81 



Practical 
Projection. 



Scalene, Elliptic, Odd-Shaped — Frustum of Cones — Inter- 
section of Two Cones — Intersection of a Cone by a Plane 
Parallel to the Base — Intersection of a Cone by an 
Incline Plane Cutting Both Hides — Intersection of a Cone 
by a Plane Parallel to the Center Line — Intersection of a 
Cone by a Plane Inclined to a Hide — Ball or Hphere — 
Plane Cutting a Ball — Plane Touching a Ball — Parallel 
Planes Touching a Ball — Hegment of a Ball — Zone — 
Hpindles— Spheroids— Turned Bodies — Intersection of a 
Plane and a Turned Body — Disks — Irregular Bodies. 

Introductory — Definitions; of Descriptive Geometry, of 
First Angle Method, of Practical Projection, of Third 
Angle Method, of Glass Case Method, of Front, of Front 
Plane, of Back Plane, of Hide Planes or End Planes, of 
Vertical Planes, of Base, of Base Plane, of Ground, of Top 
Plane, of Horizontal Plane, of Plane of the Plan — Plans ; 
Top View, Roof Plan, Top Plan, Lines of Hight, Direction 
of View, Floor Plan, Ground Plan, Foundation Plan, 
Base Plan, Front Line — Front Elevations ; Base line, Top 
Line, Position of Elevation — Right Elevations — Hide 
Elevations or End Views ; Side Line, Front Line for Side 
Elevations, Elevation Line — Corner Elevations — Full 
Views of Inclined Parts — Full Views of Oblique Parts — 
Ceiling Plans — Back Elevations— Sections — Distances — 
Front, Top, and Bottom : GroundLine ; Center Line ;'Posi- 
tion of Drawing on the Paper ; Position of the Plan and 
Front; Positions of Elevation — Projecting; Projectors — 
Projection of Points — Points in Space — Various Views ; 
Right View, Views in Line, Angular Elevation, Foreshort- 
ening — Straight Lines in Space — Level Lines ; Parallel to 
the Front Line and on the Base Plane, Parallel to the Front 
Line and Not on the Base Plane — Angular Level Lines ; 
Foreshortened View, Lines Parallel to the Front Plane 
and Inclined to the Base Plane — Perpendiculars to the 
Front Plane — Lines Inclined to a Plane ; Inclined to the 
Base Plane — Side Elevations — Side Projectors — Levels — 

■ Oblique Lines — Parallel Lines — Projection of Curves: 
on Planes, on Spheres, on Cones, on Turned Surfaces — 
Projection of Planes ; Vertical Trace — Vertical Front 
Planes — Horizontal Front Planes — Vertical Side Planes — 
Depth in Plans — Angular Vertical Planes — Planes Inclined 
to the Front — Planes Inclined to the Hide — Oblique Planes 
— Oblique View — Footline of Oblique Plane — To Fix the 
Position of a Plane — Plane Figures With Round or Irregu- 
lar Outlines — Projection of Angles; Isometrical Projec- 
tion. 

Definitions of Developments — Different Forms of Surfaces — 
Development of a Cube — Of a Square Block — Of an Oblong 
Block— Of a Wedge— Of a Raking Block— Of a Regular 
Prism — Of an Irregular Prism — Of an Inclined Prism — Of a 
Regular Tetrahedron — Of a Regular Pyramid — Of a Reg- 
ular Octahedron — Of a Regular Triangular Hexahedron — 
Of a Regular Decahedron — Of a Regular Dodecahedron — 
Of an Inclined Regular Pyramid With an Even Number of 
Hides — Of an Inclined l\egular Pyramid With an Odd 



THE CORRESPONDENCE SCHOOL OF 



Developments. 



Reading 
Working 
Drawings. 



Laying Out 
Patterns. 



Number of Sides— Of an Irregular Pyramid— Of a Right 
Frustum of a Regular Pyramid — Of a Frustum of a 
Pyramid With Slightly Inclined Sides — Of a Scalene Frus- 
tum of a Regular Pyramid — Of an Irregular Frustum of an 
Irregular Pyramid— Of Irregular Polyhedrons— Parallely 
Bent Planes — Development of a Right Cylinder — Of an 
Inclined Cylinder— Of Equal Intersecting Cylinders — Of 
Unequal Intersecting Cylinders— Conically Bent Planes- 
Development of a Cone — Of a Frustum of a Cone — Of a 
Frustum of a Cone With Slightly Inchned Sides— Of an 
Intersection of a Cylinder With a Cone With Continuous 
Center Lines — Of an Intersection of a Cylinder With a 
Cone With Inclined Center Lines — Of an Intersection of 
a Cylinder With a Cone With Their Center Lines Offset 
and Parallel — Of an Intersection of a Cylinder With 
a Cone With Their Center Lines Offset and Inclined — 
Of an Intersection of Two Equal Cones With Contin- 
uous Center Lines— Of an Intersection of Two Unequal 
Cones With Continuous Center Lines — Of an Inter- 
section of Two Equal Cones With Inclined Center Lines 
— Of an Intersection of Two Unequal Cones With Inclined 
Center Lines — Of an Intersection of Two Equal Cones 
With Their Center Lines Offset and Parallel — Of an Inter- 
section of Two Unequal Cones With Their Center Lines 
Offset and Parallel — Of an Intersection of Two Equal 
Cones With Their Center Lines Offset and Inclined — Of an 
Intersection of Two I^uequal Cones With Their Center 
Lines Offset and Inclined— Of a Scalene Cone— Of an 
Elliptic Cone— Of Odd Sliaped Cones— Of an Odd Shaped 
Cone Intersected by a Plane — Of an Odd Shaped Cone 
Intersected by a Cylinder — Of Two Odd Shaped Cones — 
Rounded Surfaces — Twisted Surfaces — Tansition Pieces. 

Full Size Drawings — Scale Drawing— Dimensions — Center 
Lines — General Drawing— Detail Drawing — Plans — Eleva- 
tions — Ceiling Plans — Views—Sections — Section Lines — 
Sectional Views — Shade Lines — Hatching or Section 
Lining — Stipling or Coloring to Indicate Materials — Right 
and Left of the Object and of the Drawing— Top and 
Bottom — Speci fications . 

Introduction— Drawing on Sheet Iron — Drawing on Tin, 
Zinc or Galvanized Iron — Drawing on Brass, Copper, 
White Metal or Silver — Laying Out Large Patterns— Test 
of Steel Square — To Draw Miters by Sleans of a Steel 
Square — To Draw an Ellipse by Means of a Steel Square 
and Strip — To Describe Parallels to an Ellipse — To Draw 
a ScroU^To Draw a Spiral — To Draw Curves by a Spline — 
To Find a Straight Line Equal in Actual Length to a 
Circular Arc When the Center of the Arc is Accessible — 
To Find a Straight Line Equal in Actual Length to a Cir- 
cular Arc When the Center of the Arc is Not Accessible — 
Circumference Rule — To Find the Actual Length of Any 
Carved Line by Means of an Opisometer — Butt Joints- 
Lap Joints — Scrarfed Joints — Cramped Joints — Riveted 
Joints — ^AUowances for Thickness in Bent Work— Analy- 
zing Compound Bodies. 



SHEET :\IETAL rATTERN DKAETIN(;. 



83 



Patterns for 
Plain and 
Bent Work. 



f Pattern of a Straight Fillet Molding— Of a Straight Rounded 
Molding— Of a Straight Ogee Molding — Of a Straiglit 
Hollow Molding— Of a Straight Waved :Molding— Of a 
Miter — Of a Newel, Bal luster, Vase, l>n, Finia! or Top — 
Of an Oblique Butt Miter— Of a Butt Miter Against a Bent 
Surface — Of a Butt Miter Against a Conical Surface— Of a 
Butt ]\Iiter Against a Spherical Surface — Of a Raking 
Miter— Of a j\Iiter Between Two Different ISIoldings — Of 
a ]\Iiter Against an Irregular Surface — Of a Lantern — Of a 
Square Elbow — Of a Bracing Piece — Of a Round Elbow — 
Of a Three-Piece Offset Elbow — Of a Round Compound 
Elbow— Of a Right-Angled T or Cross— Of a Y Branch — 
Of a Reducing T or Dome — Of a Y — Of an Offset Reduc- 
ing T — C)f a Y With Obliquely Inclined Branches— Of an 
Fpright Cone — Of an Inclined Cone- — Of a Reducing Y — 
Of a Round Tapering Pan — Of a Slightly Tapering Body — 
Of a Hip Bath— Of a Mouthpiece — Of a Tapering Socket 
— Of a Straight Tapering Spout on a Flat Side — Oi a 
Straight Tnprring Spout on a Corner — Of a Straight Taper- 
ing Spout on a Taper — Of a Side Lip — Of a Top Lip — Of a 
Reducing Elbow in Three Pieces — Of a Reducing Elbow 
in ]Many Pieces — Of a Ship Ventilator — Of an Oval Pan — 
Of a Proportional Oval Taper— Of a Forge Hood — Of a 
Bath Tub With Round End— Of a Bath Tub AVith Round 
Corners — Of an Intersection of a Prism and a Cone AVith 
Continuous Center Lines — Of an Intersection of a Prism 
and a Cone With Their Center Lines Offset and Parallel — 
Of an Intersection of a Prism With an Elliptic Cone — Of 
a Cone Intersected by a Solid Angle— Approximation of 
the Development of a Sphere by Gore-Shaped Sections — 
Approximation of the Development of a Sphere by Frus- 
tums of Cones or by Zones — Of a Transit ioii Piece 
From Square to Round, Concentric — Of a Transition 
Piece From Square to Round, Offset — Of a Transition Piece 
From Square to Round, Offset and Inclined — Of a Tran- 
sition Piece From Round to Elliptic — r)f a Transition Piece 
From Round to Round, of Different Diameters Not Con- 
centric — Of a Transition Piece From One Odd Shape to 
Another — Of a Body Round in Plan, Square in Elevation, 
and Triangular in Side Elevation. 



Arithmetic. 



Definitions — Notation — Numeration — Addition — Subtrac- 
tion — Multiplication — Division — Fractions, Simple and 
Complex, Proper and Improper — Cancellation— Decimals 
and Mixed Numbers — Percentage — Denominate Num- 
bers — Involution — Square Root — Cube Root — Ratio — 
Proportion. 



I Mensuration — Lines and Angles — The Aleasurement of 
Angles by Degrees, Minutes and Seconds — Quadrilaterals 
— To Find the Area of Quadrilaterals — Having Given an 
Area and One Dimension, to Find the Other Dimension — 
Examples for Practice — Triangles — To Find the Hvpote- 
nuse of a Right-Angled Triangle— To Find One Side of a 
Right-Angled Triangle— To Find the Area of Anv Triangle 



THE C0RRt:8P0NDENCE SCHOOL OF 



Mensuration. 



— Examples for Practice — Polygons — Application to Find- 
ing Miter Box Angles — To Find the Area of Any Regular 
or Irregular Polygon — Examples for Practice — The Circle 
— To I'ind the Circumference of a Circle — To Find the 
Diameter of a Circle — To Find the Length of an Arc of a 
C'ircle — To Find the Area of a Circle, of a Sector and of a 
Segment — Miscellaneous Examples, Showing the Appli- 
cation of the Foregoing Principles to Practical Work — 
The Prism and Cylinder — To Find the Area of the Convex 
or Entire Surface of a Prism or Cylinder — To Find the 
Cubical Contents of a Piism or Cylinder — Examples for 
Practice — The Pyramid and Cone — To Find the Convex 
Area of a Pyramid or Cone — To Find the Volume of a 
Pyramid or a Cone — Examples for Practice — The Sphere 
— To Find the Surface of a Sphere — To Find the Volume 
of a Sphere — To Find the Volume of a Circular Ring — 
Miscellaneous Examples, Showing the Application of the 
Rules Relating to Solids to Practical Work — Examples 
for Practice. 



Patterns for 
Formed 
Work. 



Properties of 
Materials. 



I 

Methods of Forming — Raising and Sinking — Wrinkling and 
Razing — Hammering — Stamping — Spinning — Drawing — 
Forming by Fluid Pressure — Sizes of Round Blanks — 
Sizes of Odd Blanks for Sections or Parts— Pans With 
Tapering Sides — Pans With Rounded Sides— Pans With 
! Swelled Sides — Small Half Balls — Globes — Long Tapers — 
Straight Spouts on Rounded Bodies — Curved Spouts — 
; Ship Ventilators on Air Pipes — Slioit Bends — Spindles 
\ —Flares — HoUowNecks — Ogee Bowls — Vase Bodies — Vase 
I Bodies With Necks— Oval Bowls— Oval Bodies With Uni- 
form Outlines — Oval Bodies With Proportional Outlines — 
Gravy Boats — Coal Hods — Made Elbows — Made T With 
Gusset— Made Y or Breech-Piece— Large Vessels With 
Swelled Sides— Large Spherical Bodies — Large Raised 
Covers — Large Ogee Covers — Hollow Bottoms — Raised 
Bottoms — Large Spindles — Bent Moldings — Corner Pieces 
—Odd Shapes. 

I Strength : of Joints, of Sheet Metal, of Rods, of Columns, of 
Beams — Fluid Pressures — Flow of Fluids — Discharge — 
[ Suction — Heat— Expansion — Smoke. 



SHEET iVIKTAL PATTERN DRAFTINii. 85 

SPECIAL PRICES FOR TWO OR MORE SCHOLARSHIPS TO THE SAME 
PERSON. 

A considerable redaction in the prices of Scholarships will be made to 
persons who wish to purchase more than one Scholarship at the time of enroll- 
ing. Thus, for instance, a special rate will be made on the Full Scholarship 
in The Correspondence School of Mines and the Complete Mechanical Scholar- 
ship of The Correspondence School of Mechanics, or on two or more of any 
of the Scholarships. Intending students wishing to enroll for more than one 
Scholarship at the same time should write, asking for prices. 

SPECIAL PRICE TO STUDENTS WHO WISH TO ENROLL IN OTHER 
SCHOLARSHIPS. 

A considerable reduction in the price will be made to students already 
enrolled who wish to enroll in one or more additional Scholarships. 

CHARGE FOR TRANSFERRING SCHOLARSHIPS. 

When students wish to be transferred from one Scholarship to another of 
the same price, and where tlie work already done is all included in the Course 
to which they desire to be transferred, the charge for transfer will be one 
dollar. In all other cases a special price will be made which can be ascer- 
tained by writing to the Schools. 

RUBBER HAND STAMPS. 

We have made arrangements whereby we can supply at a low price Rubber 
Hand Stamps, containing the names, addresses and class letters and numbers 
of students. One of these stamps will be found of great convenience. 

By using it on the stationery the necessity of writing the full name and 
address, and class letter and" number, in every communication sent to the 
Schools is done away with. 

W.M Villingevy 

1015 Louisia SU 
Williamsport, Pa. 

The stamp can be used for signing letters and also for putting the name and 
address on the upper left-hand corner of envelopes, thus avoiding all possi- 
bility of errors or delays. 

For miscellaneous use the portion of the stamp bearing the class letter and 
number can be omitted, if desired, by holding the corner of a square piece of 
paper over that part of it when using it. 

The stamp is made of hard rubber, neatly and firmly secured to a strong and 
serviceable handle. It is about 2'/' in length (somewhat larger than the 
above illustration ), and will be sent to any address, together with a self-inking 
pad for use in connection with the same, for 50 cents, postage paid. 




8() 



THE CORRESPONDENCE SCHOOL OE 



Price List of Drawing Materials and School Requisites, Sold by The Technical Supply 
Co., Scranton, Pa., Which Can be Ordered Through The Colliery Engineer Co. 

COMPLETE DRANA/ING OUTFIT. 




Price. Postage. 
Morocco-covered Pocket Case of Fine German Silver Instru- 
ments, Containing: 1 Compass, 5^ incites with Pen, Pencil, 
Needle Points and Lengthening Bar. 1 Drawing Pen, ih 
inches with Joint and Needle Point. 1 Bow Pen. 1 Bow 
Pencil. Pencil Case and Adjusting Key $6.25 $0.10 

One Drawing Board (Pine Wood, Varnished) l(Ux22i inches, 

expansion cleats and grooved back. (By express only) 1.50 
One Mahogany, Ebony-lined T Square, fixed head, 22^] inches 

long. (By express only) 0.75 

One 6-inch German Silver Protractor 0.90 0.02 

Triangles, Mahogany Ebonv-lined— One 7-inch 45° 0.35 0.02 

One 8-inch 60° 0.35 0.02 

One 12-inch Boxwood Triangular Scale, Divided ,%, fV, }, i, f, 

i, f , li, and 3 inches to the foot, and one edge 16 to the incli 1.00 0.02 

One Cherry Curve 0.25 0.02 

Thumb Tacks, half dozen 0.25 0.02 

One Drawing Pencil 0.10 0.02 

One l-oz. bottle Drawing Ink 0.25 0.10 

One Velvet Rubber 0.10 0.02 

Two Sheets Imperial Tracing Cloth, demy size 0.25 0.06 

One-half dozen sheets Whatman's Drawing Paper, demy size 

(5 cents per single sheet) 0.25 0.06 

$12.55 
On receipt of $12.55 the Complete Drawing Outfit will be shipped to pur- 
chasers, expressage to be paid bj' them, or any one or more articles will be 
sent for the price of the articles, with the postage added. 

Students are not required to purchase these goods of The Technical Supply 
Co., or through us. They can buy them where they see fit. But intending 
purchasers wijl find thatwe sell so many of these goods that both in price 
and quality we can do better than the local dealers. 



SHEET METAL PATTERN DRAFTING. 



PORTFOLIOS FOR DRAWING PLATES. 

In nearly all the Courses of our Schools the student is required to draw a 
number of Plates and Tracings, 14'^xl8'' in size. Most students desire to 
preserve these plates. The Portfolios here illustrated are made expressly for 




the purpose. They are of good quality, with leather backs and corners, cloth 
sides and flaps, and can be ordered tlirough The Colliery Engineer Company, 
or will be sent by Tlie Technical Supply Company, Scranton Pa., to any 
address, postage paid, upon receipt of $l'.00. By express, $1.(30. 

CROSS-SECTION PAPtR. 

Cross-Section Paper 8'^ x 10" in size, ruled in red ink, graduated to every 
two millimeters, as per cut, sent to any address, postage paid, at 20 cents per 
dozen sheets. 




THE CORRESPONDENCE SCHOOL OF 



BINDERS FOR INSTRUCTION AND QUESTION 
PAPERS. 

The Instruction and Question Papers of the School should be kept together 
and preserved as clean as possible. To aid in doing this, Cloth Binders, 
61^^^ X 9|^' size, have been prepared and are furnished by The Technical 
Supply Company, Scranton, Pa. The Binders can be ordered through The 
Colliery Engineer Company. Price, per set, $1.00 ; postage paid, $1.18. When 
ordering Binders please state the Course or Scholarship for which you 
wish them. 




WRITING PAPER. 

Good, light linen paper, 13 x 8h inches, for the use of the students in writing 
their answers to Question Papers. This paper will largely reduce the student's 
postage bill. It can be ordered through The Colliery p]ngineer Company. 

100 sheets by mail (postajre paid) $0.45 

250 ' " " 1.15 

500 " '• " •* " 3.35 

100 '* by express (purchaser to pay expressage^ ..30 

S50 " " " "• " " .80 

500 *' " " '* '• " 1.50 

FOUNTAIN PENS. 

A good fountain pen is a great convenience to a student, as the answers to> 
the Question Papers must be written in ink. Such a pen can be carried in the 
pocket and requires filling only once in a week or ten days. The Technical 
Supply Company, Scranton, Pa., for $2.50, will send to any address, postage 
paid, a large size fountain pen warranted by the manufacturers not to leak or 
flood or get out of order. Tlie pen can also be ordered through The Colliery 
Engineer Company. 

Goods are sent by mail at the purchaser's risk unless an additional eight (8) 
cents for registering accompanies the order. • ■ 



